BrainTrack Career Voices

California State University, Stanislaus Chair Of Nursing On Finding Your Niche In Nursing

Fri, 18 Mar 2011 00:00:01 GMT

By Jill Randolph
March 18, 2011

The following is an interview transcript with Dr. Peggy Hodge, Chair of the Department of Nursing of California State University, Stanislaus.

California State University, Stanislaus is a campus in the California State University system. It was established in 1957 and is located in Turlock, California. For each of the past seven years, CSU Stanislaus has been rated as one of the top 10 public master's universities on the West Coast by U.S. News & World Report. The main campus is spread across an area of more than 200 acres. The university offers an array of degrees and programs in diverse areas of study. Many students concentrate their studies in liberal arts, security and law enforcement.

Jill Randolph: What should high school students focus on to get into program like yours, and how soon should they start working on their plan?

Dr. Peggy Hodge: Students need to focus on science and math courses all through high school and earn good grades so that they are accepted to the college they want to attend. These classes are also important because science and math skills will be necessary throughout the nursing curriculum and after graduation.

"Nursing is a difficult career and it takes dedication to be a good nurse."

Nursing is a difficult career and it takes dedication to be a good nurse, so high school students need to make sure it is what they really want to do. I recommend students take advantage of Regional Occupation Programs, career days, and talking to nurses to learn what they can about the career. They need to know what they are getting into and understand that it will not be like "Grey's Anatomy" or "House".

Jill Randolph: Do RN students have a mandatory number of clinical hours they have to complete to make sure they are on the right career path?

Dr. Peggy Hodge: Yes, all programs that lead to taking the National Council Licensure Examination (NCLEX) and becoming licensed have clinical hours. They are mandated by the state whether it is in a community college or a baccalaureate program.

Jill Randolph: Does your school provide RNs or is it strictly BSNs?

Dr. Peggy Hodge: Strictly BSN and master's. If students have an associate degree from a community college and want to come back to get a bachelor's degree, we have a RN to BSN program. We also offer the BSN for individuals without any nursing experience and want to go straight through and earn their bachelor's degree in nursing.

Jill Randolph: What type of personality and skills make a great nurse?

Dr. Peggy Hodge: Nurses have to be intelligent. Commitment to the profession is also important. It is not a job where they clock in, work an eight or twelve-hour shift, clock out, and not think about it again. It really is something they have to commit to because there are requirements for lifelong learning. They also need to be caring and compassionate.

"A career in nursing is multifaceted and the possibilities are endless"

Nursing is cognitively, physically, and emotionally demanding, but the field is huge and there are many options over the life of a nurse's career. A career in nursing is multifaceted and the possibilities are endless. They can be a nurse in the intensive care unit, a school nurse, a nurse educator, go into management, work in public health, work for insurance companies, or be a case manager or a researcher.

Jill Randolph: I understand many practices and hospitals require nurses to buy their own scrubs and pay for their lifelong learning experiences, but the doctors have a yearly allowance they can use toward books or education and doctor's lounges with free food. Why the discrepancy?

Dr. Peggy Hodge: Hospitals see nurses as overhead where physicians are considered revenue. Like the beds and lights, nurses are a cost to the hospital, but the physicians bring in money.

Nursing should be a revenue source, not a cost. There is evidence that patients are in the hospital for nursing care. They see the physician for 10 or 15 minutes a day at the most. They really are hospitalized for 24-hour nursing care. It would probably be different if the hospital could charge the insurance company for the nursing care that patients receive, like they can charge for X-rays and medication.

A lot of hospitals do provide uniforms for areas where it is required in the ICU or the OR. Many also provide either time off to take continuing education courses or pay for some of them. It is not a huge sum of money, but some hospitals do offer that as a benefit to nurses.

Jill Randolph: What about the growing emphasis on patient advocacy and prevention in which nursing is playing a bigger role. Do you think that will help raise the status of nurses?

Dr. Peggy Hodge: Changes are coming with healthcare reform that will make a difference in how nursing is viewed by the public. There is going to be more of a role for nurse practitioners and advance practice nurses, which will bring more recognition of the expertise and knowledge that nurses possess. Nursing is well thought of by the public, but unless they or family members have been in the hospital, the public at large does not always understand our role. Many people believe that we just follow doctors' orders, and they do not see the independent thinking and clinical reasoning it takes to be a nurse.

Jill Randolph: How has the job market for nursing changed over the past year? Have you seen signs of improvement, and if so, in any specific areas?

Dr. Peggy Hodge: The nursing shortage is very real. Temporarily, in many areas of the country, especially in California, the nursing shortage is on hold. Our students are having a more difficult time getting jobs now than they did two years ago because nurses who would have retired have decided to keep working due to the decrease in their 401(K). Nurses who were working part-time and their spouse or significant other was laid-off, are now working full-time.

Another issue is the result of high unemployment. Individuals who may have had elective surgery do not have health insurance right now and are not having those elective procedures, meaning the hospitals do not have as many patients. Those factors have temporarily decreased the need for nurses, but that is going to change as the economy improves and the crisis of the nursing shortage will return.

Jill Randolph: Which specialties within the field of nursing are most in demand right now?

Dr. Peggy Hodge: There is a great need for nurse practitioners and mental health nurses. Nursing faculty is also in demand because of a huge shortage in that area. We need master's and doctoral-prepared nurses to assume roles as faculty.

Jill Randolph: What are the most important things students can do to find a job in the nursing field? Given the job crunch across the board, how do they gain experience when there are fewer opportunities?

Dr. Peggy Hodge: Students should take advantage of their last semester in the nursing program, when they are placed with a preceptor, to complete roughly 150 to 200 hours. Students need to consider that time as the longest interview they will ever have. They must come in early, have a good work ethic, be a team player, get along well, and demonstrate they are smart and have good clinical reasoning. The nurses see all of this, and they can tell their manager, "hire that person". If the student is late, arrives with an attitude, and is busy texting, they are going to recommend that their boss doesn't hire that person.

Students also need to think outside the box. They may have an ideal position in mind, but they may have to work their way up to it. That might include working outside of the hospital, taking a part-time position, or moving. They should explore all of their options and not approach their job search with a narrow focus.

In California, we have approved a program by the Board of Registered Nursing called the nurse extern, which is similar to a work-study program and can help a student gain experience. I encourage students to try the program because it is a great opportunity to learn time management and offers exposure to the agencies that are doing the hiring.

Jill Randolph: Is there anything out of the ordinary that nursing students should do to stand out to employers?

"Students who have been actively engaged in community service activities make an impression... and demonstrate something extra to a hiring agency."

Dr. Peggy Hodge: Students who have been actively engaged in community service activities make an impression. We had a student in Haiti building healthcare facilities when the earthquake hit. He was not providing nursing care, but he was in the healthcare arena and was certainly working above and beyond the call of duty. We also have students who are actively involved in working with homeless shelters. They are not getting paid for this and it is not part of school, but it shows who they are as a person and demonstrates something extra to a hiring agency.

Jill Randolph: What advice do you give students regarding networking?

Dr. Peggy Hodge: When students do their practical experiences, it is all about networking and making a good impression. It is important that the impression they make is the one they want to make.

We also encourage students to attend conferences. They should belong to the professional nursing organization for their area of interest, so that they can network with others and be aware of what is going on in their field. It makes them more professional and is something we encourage and expect from our students.

Jill Randolph: What is the most unusual interview question you have heard?

Dr. Peggy Hodge: I had an interview once where the nurse manager asked me to describe myself in one word. My word was "why" because I always ask the questions.

Similarly, I encourage our students to ask questions to help them understand their area of interest, network within that area, and move ahead of the competition.

Texas State University - San Marcos Career Director On Self Knowlege And Due Diligence For Interview Success

Tue, 15 Mar 2011 00:00:01 GMT

By Jill Randolph
March 16, 2011

The following is an interview transcript with Curt Schafer, Director of Career Services of Texas State University - San Marcos. Texas State University is a public university in San Marcos, Texas, a growing community of 50,000, located between San Antonio and Austin. It is the largest institution of the Texas State University System and was founded in 1899. Texas State's 32,572 students choose from 97 bachelor 's, 89 master's and nine doctoral degree programs. Famous alumni include Lyndon Johnson and George Straight.

Jill Randolph: How has the job market has changed over the past year? Have you seen any signs of improvement, and if so in which areas?

Curt Schafer: In the fall semester there was a slight increase in employers coming to campus to set up interviews before graduation. However, there was much more 'just-in-time hiring' that took place. In the past, employers would start looking one or two semesters prior to bringing aboard a group of 150-200 graduates from 5-10 target schools.

"If the stock market maintains its current level or improves, there are going to be substantial numbers of baby boomers starting to retire and those vacancies will create opportunities for graduates."

Today, employers call to set up an interview schedule within a few weeks in order to hire a couple of students to start at the end of the semester. To illustrate that point, we had an employer call in late November to schedule interviews for the day after final exams, December 17th. We were fortunate in that 4 of our students received offers to start with that company on January 3rd.

We also had some employers set up interview dates but call to cancel because they had lost a project or had some other setback. A select few are in a sustainable growth mode and need to start adding employees, but still not in the numbers that we have seen in the past.

The economy is still playing a huge role in people's hiring decisions, but it is also impacting the retirement of baby boomers. If the stock market maintains its current level or improves, there are going to be substantial numbers of baby boomers starting to retire and those vacancies will create opportunities for graduates.

This year will be a mixed bag because of the sluggish job growth. It could be a big surprise if baby boomers start to retire from their current jobs, especially in the fields where they are dominant such as state and federal governments and school districts.

Jill Randolph: I understand a 21% downsizing of teachers is expected over the next year.

Curt Schafer: This is definitely the bleakest job outlook for new teachers in quite some time. However, there will still be openings for teachers in high-demand fields and with unique skills and experience in working with special populations. School districts have traditionally been somewhat protected from budget cuts but with more states, counties and school districts declaring financial exigency, both K-12 and higher education are being forced to reduce their spending.

Since teacher salaries constitute the bulk of school district budgets, many teaching positions have been eliminated. Most states have dealt with this issue in the past year. Our Texas legislature will make those difficult decisions over the course of the next few months as they attempt to deal with a 27 billion dollar budget deficit.

Jill Randolph: What about mandatory furlough days?

Curt Schafer: Mandatory furloughs are one of the states' creative solutions. This type of program may actually prompt some people to retire. If teachers voluntarily resign, the districts can absorb some of the intended layoffs. Ironically, in some cases, if the retirees outnumber the layoffs, those districts may start hiring. The next two years will be a roller coaster ride for students who graduate from teacher preparation programs.

I discussed this topic with all of our 550 student teachers last week and moderated a presentation by a panel of school district HR professionals who painted a very realistic picture of the situation. I gave them a hand-out on alternative jobs that may keep them close to the field of education so they will be prepared to re-enter when the situation inevitable turns around.

Jill Randolph: Have you seen an increase in the number of internships due to the economy?

Curt Schafer: Companies are typically hiring both interns and full-time, but not in the numbers that they were in the past. Companies can bring on an intern for a lot less or even free, but they still have to have something for them to do and someone to train them. Through our affiliations with local Austin and San Antonio HR associations we are now seeing some ramping up in the HR field to handle increased hiring and on-boarding of interns and FT employees.

"Job seekers need to make contacts that lead to one-on-one connections with the people who are hiring."

Employers are more conservative. Where they used to hire 10 people, they now hire 1 or 2 and possibly even fill an opening with an intern. If the employer can hire an intern who will work on a part-time basis, they can add that person full-time as they grow. The senior vice-president of HR for Boeing recently stated that they convert 80% of their interns, which is a bold statement on how someone breaks into that corporation.

Jill Randolph: How has searching for a job has changed from the past and how has it stayed the same?

Curt Schafer: It is still a relationship-based process and that probably will not change. What has changed is how relationships are established. It is obvious the internet has impacted this, but not to the degree that everyone thinks.

The internet has made it easier for students to research companies because the information is out there. Even small mom and pop places sometimes have their own website, but the internet has not been as effective as everyone anticipated for establishing relationships. It is useful to make an initial connection through emailing, tweeting, LinkedIn, or Facebook, but in a job search, it is the one-on-one relationships that matter.

The human connection cannot be made through the internet. It helps to facilitate and begin the networking process, but it is not a likely way to get a job. Job seekers need to make contacts that lead to one-on-one connections with the people who are hiring.

Then it inevitably comes down to the interview process, which is all about how students sell themselves. Those face-to face encounters and exchanges may increasingly take place via online video and students need to be prepared for that change.

Jill Randolph: If a student wants to relocate and they have contacts through their network on LinkedIn or an alumni association, what do you recommend they do to establish a more personal connection with their long-distance contact?

Curt Schafer: We tell our students that if they want to work in a specific city, they should visit that city and go to local networking events that are affiliated with their professional associations. That is the most logical place to start, especially if they are not intimately familiar with their targeted city.

But networking is not always logical. A student could literally be jogging along Lady Bird lake in Austin and strike up a conversation with someone who has connections with Dell, Samsung, or another employer. Networking can happen anywhere.

If students are isolated, they may need to be more creative by picking up the phone and making cold calls or conducting informational interviews. Informational interviews are often easier because asking to talk to someone about possibilities is not as hard as asking for a job. They are less intimidating, but it still takes guts and skill. It is difficult for a lot of people. Again, improvements in online video quality may expedite this and other aspects of the networking process.

Jill Randolph: Do you offer any programs to help with that process?

Curt Schafer: Students work with a career counselor individually, because it takes more than an instructor telling them they need to do an informational interview. Even if students are given a list of questions as a guide, that will not be good enough for nine out of ten people.

"Employers who interview on campus fill out a form on each student to provide feedback on their resume, professional appearance, and so forth. The two areas where they score the lowest are researching the company and knowing themselves and what they want."

They need encouragement and assurance that it is not as daunting as they may think. It requires motivational coaching to get someone to the point where they feel comfortable reaching out.

Jill Randolph: What are the most common mistakes students make in their job search?

Curt Schafer: Job searchers, regardless of their age, do not spend enough time in self-reflection thinking about what they really want to do.

Secondly, despite all of the online information available, most students do not conduct the research. Employers who interview on our campus fill out a form on each student to provide feedback on their resume, professional appearance, and so forth. The two areas where they score the lowest are researching the company and knowing themselves and what they want.

The third area they could improve is putting those two components together. A smart, savvy student is going to read as much as they can about the company and figure out what they are looking for in an employee.

Sure, they read the job description, but go beyond that to thoroughly research the company, discover the core values and mission of the company, and come to the interview prepared to declare how they can contribute immediately. A savvy student will always state why they are better than any other candidates and ask for the opportunity to prove that statement.

In addition, I always add that people (not just students) are not good with following up and sending thank you notes these days. That seems to be a lost art and basic, common courtesy does make a difference when all else may be equal.

Jill Randolph: Given the level of competition in the market, what should graduates highlight about themselves in order to outshine the competition?

Curt Schafer: It goes back to tailoring the skills or experience they have to what a company is looking for. If there is an opportunity for a cover letter, it should be customized to the company and the specific job by explaining what they offer that is valuable for that position.

"The internet has lured many into a false sense of job search savvy. They think getting a template from a resume writing website and reading a blurb about how to interview effectively makes them an expert."

The people who disregard the importance of personalization to the position are the people who get left behind. The internet has lured many into a false sense of job search expertise. They think getting a template from a resume writing website and reading a blurb about how to interview effectively makes them an expert. These people miss a lot of the nuances that can really make a difference.

One of the best services our office offers is mock interviews, but students do not take advantage of it as much as they should. If they have interviewed on campus, we allow them to come back for general feedback.

We do not show the form from the employer who interviewed them, but we will draw a consensus and discuss the issues that arose. Out of all students participating in campus interviews, only about 10 percent of students come back for feedback.

Jill Randolph: Do you have any career-related books or websites that you recommend to your students?

Curt Schafer: We have a career library and numerous internet resources. Everyone is unique, and career planning and decision-making are multifaceted. When I am looking at resources, I am focused on the last student who came into the office. I am more interested in tailoring resources to an individual as opposed to having one book or website that I recommend to everyone.

My individual focus on each of the students' needs helps reinforce the fact that they need to have an individualized focus on the information they submit about themselves to prospective employers.

Insights On Computer Networking And Technology Careers From Minnesota State Community And Technical College

Mon, 14 Mar 2011 00:00:01 GMT

By Jill Randolph
March 14, 2011

The following is an interview transcript with Kate Nelson, of Career and Placement Services of Minnesota State Community and Technical College. Minnesota State Community and Technical College is a public, two-year college and is made up of 70% traditional students and 30% non-traditional (25 years and older). It has several campuses in Minnesota including: Wadena, Detroit Lakes, Moorhead, and Fergus Falls.

Half of the college's students are participating in liberal arts transfer programs with their intent to transfer for a four-year degree after attending M State. The other half are enrolled in 2-yr programs that will train them to head straight into the workforce, such as building trades, auto, diesel, nursing, graphic design and more.

"The IT industry is always developing new technologies, software, applications, and new ways of doing business."

Jill Randolph: How has the job market changed in your area over the past year? Have you seen signs of improvement, and if so, in which areas?

Kate Nelson: The job market for networking has expanded into new areas. Microsoft has new applications network software and troubleshooting problems require networking knowledge. Communication companies have also moved their voice and video services onto a data network, which requires technicians to troubleshoot the network.

The number of jobs in the healthcare industry is also growing with the expansion of electronic data for all patient records. The IT industry is always developing new technologies, software, applications, and new ways of doing business. As a result, job opportunities continue to grow in that field.

At our Detroit Lakes campus, we also offer a Marine Engine Technology program that trains people to repair and work on boat engines. The job market, even during the recession, remains strong in this field and technicians are in high demand. In today's economy, people are maintaining the boats they have and getting them repaired, rather than purchasing new boats.

Jill Randolph: What should high-school students focus on to get into a program like yours?

"Any opportunity a student can find, such as an internship, will give them an edge when they are ... interviewing against someone who does not have those extra hours of experience."

Kate Nelson: To get into a marine technician program, high-school students should concentrate on mastering the basics such as math, English, and reading comprehension. We hold our graduates to a high standard and want them all to succeed once they reach the workforce. To ensure their success, we offer classes to those who need extra help in attaining these basic skills.

Jill Randolph: What steps should students take to ensure a successful job search?

Kate Nelson: It is helpful to narrow their search and pinpoint where they are going to direct their energy. Networking is very important, especially in the economic environment right now.

Getting a job is difficult, and having a foot in the door is beneficial. Any opportunity a student can find, such as an internship, will give them an edge when they are searching for a job and interviewing against someone who does not have those extra hours of experience.

They can establish industry contacts by networking with individuals working in the IT industry. They should also get involved in Skills USA and Cisco Academy events and choose at least one certification exam to take. Examples are A+, CCENT, CCNA, MCP, and Network Plus.

Jill Randolph: Which characteristics make a great computer networking technician?

"A great computer network technician enjoys challenges, is goal oriented, and has the ability to multitask."

Kate Nelson: A great computer network technician enjoys challenges, is goal oriented, and has the ability to multitask. They like working with the latest and greatest in technology. They also enjoy learning and working with people.

They are patient and have the ability to teach people about new technologies and software applications. Only a handful of the population really understands all of the computer terminology and explaining it to someone else can be frustrating.

Jill Randolph: What does it take to be a great Marine Engine Technician?

Kate Nelson: A great marine technician is sharp, detail oriented, and willing to spend time to make sure a boat runs even better than the customer expects when he or she get it back. Attention to detail can separate the average technician from the one who will really succeed in the field.

Jill Randolph: What specialties or industries within the field of computer technology are most in demand right now?

"Data analysts, data communication technicians, and system administrators are in high demand in the telecommunication and health field."

Kate Nelson: Data analysts, data communication technicians, and system administrators are in high demand in the telecommunication and health field. They are making a lot of technology advancements in health care records management right now.

Jill Randolph: If students are interested in relocating to a new city, how do you recommend they build a network and look for a job?

Kate Nelson: If students decide to move to an entirely new place where they do not have a network, it is like starting from square one. They should try to become involved with professional organizations when they get to their new location. The chamber of commerce always has professional or youth organizations.

Anything that offers an opportunity to mingle with people is beneficial. Once students make the initial contact, they should work hard to maintain those relationships because they will serve as the foundation from which to grow their network.

They will also need to research companies in the area and find out if they are hiring. It is productive to check all the websites, monster.com, iseek.org, and also local newspaper ads. If the companies they are interested in do not have any available positions, it still helps to make contact with someone for possible future opportunities. This advice holds true for all career areas of interest a student may have, not only for the IT and marine technology industries.

The Future Of Nursing And Healthcare From Missouri State University Head Of Nursing

Fri, 11 Mar 2011 00:00:01 GMT

By Jill Randolph
March 11, 2011

The following is an interview transcript with Dr. Kathryn Hope, Head of the Department of Nursing of Missouri State University. Missouri State was founded in 1905 with an initial goal of training teachers for public schools. It is the second largest university in Missouri, covering more than 220 acres in central Springfield. The university also has a branch campus in West Plains and a research campus in Mountain Grove. In addition to more than 150 undergraduate majors and 47 graduate programs the school offers the state's largest internship program to encourage employers to hire its graduates.

"Students need to realize once they begin taking college courses, the GPA clock starts ticking"

Jill Randolph: Which subjects should high school students focus on, in order to have the best odds of getting into a program like yours, and how soon should they start working on that plan?

Dr. Kathryn Hope: When students come to our office during their sophomore and junior years, we are able to guide them on which dual credit courses to take. A lot of students come with 20 to 50 hours of dual credit.

It is important that those hours count, because if they take a biology course that does not relate to the prerequisites of the university, it was a waste of the students' time and money. Math is also critical and in fact, their first grade in math is one of the biggest predictors we have for success in our program.

Students need to realize once they begin taking college courses, the GPA clock starts ticking. If they are not interested or do not have the time to do well in a particular class or program, but think it sounds like a good idea, they need to consider that their GPA is going to be there forever. That GPA can affect whether or not they get into our program.

"Every nurse graduates as a generalist. The courses are mandated, and they have to pass the same boards."

It is also important for students to get involved in opportunities such as Medical Explorers or to shadow someone they know to see if they can envision themselves in that career. I recommend that students go online and look at curricula to see if nursing courses interest them.

A common issue that students have is they want to go into nursing and focus on pediatrics, but they do not want to take all of the other courses. Others come in wanting to pursue nursing, but they do not like math and science. Every nurse graduates as a generalist. The courses are mandated, and they have to pass the same boards.

Jill Randolph: Which personality traits and characteristics make a great nurse?

Dr. Kathryn Hope: Compassion for other people. They also need to be intelligent and have good critical thinking skills with the ability to set priorities.

Jill Randolph: What can student nurses do to stand out against the competition?

Dr. Kathryn Hope: Getting involved in community service and leadership activities that show employers their desire to be involved, engaged, and go above and beyond. Employers look for evidence of those traits in potential employees.

Jill Randolph: How has the job market for nursing has changed over the past year? Have you seen signs of improvement, and if so, in any specific areas?

Dr. Kathryn Hope: The job market is tighter than it was last year for nurses and new graduates. Hospitals are more selective in hiring, but there are still areas of growth. For example, nurse practitioners and nurse educators are experiencing increased demand.

Jill Randolph: There are some hospitals talking about requiring nurses to have PhDs. Have you heard of this possibility?

Dr. Kathryn Hope: Yes, it is a trend across the United States. By 2015, nurse practitioners will be required to have doctorate of nursing practice. They will need either a DNP or PhD.

"About 75 to 80 percent of our students intern in a hospital or community agency... It is an opportunity for them to bring the theory together with the practice, focus on their weaker areas, and improve their skills and knowledge."

Jill Randolph: What are the most important things students can do to prepare for future employment given that hospitals are being more selective?

Dr. Kathryn Hope: Coming from a credible program that has a good first time pass rate on the NCLEX-RN exam is important. Nursing students also need a professional resume and to have completed related internships. Many of our students have completed internships, and they get hired because of those experiences.

Jill Randolph: For healthcare professions, are internships similar to any other area of study or are they more specialized experiences?

Dr. Kathryn Hope: About 75 to 80 percent of our students intern in a hospital or community agency. It is a separate course with its own objectives and the students are matched with a preceptor. It is an opportunity for them to bring the theory together with the practice, focus on their weaker areas, and improve their skills and knowledge.

Jill Randolph: What advice do you give students regarding social networking?

Dr. Kathryn Hope: We want students on Facebook because a lot of employers look at Facebook to assess their level of professionalism, but students need to realize that they are being evaluated based on their posts and pictures.

If an employer goes online and sees a picture of someone drunk at a party, it sends a negative message. There is also literature showing that patients are going online to see if they can find their nurse or physician. This adds another element that students need to consider.

Jill Randolph: Have you seen an upswing in the number of non-traditional students as people are either forced to go back to school for re-education or change careers?

Dr. Kathryn Hope: Definitely. We have a fair number of students with masters in social work, recreation, and computer technology coming back for nursing degrees.

"Our students have a different perspective. They understand that the patient is a member of a family and a community."

Jill Randolph: Do you think that a student with a master's in computer technology would have an edge in nursing, since a lot of hospitals and practices are going to online databases and there is talk of a national online database?

Dr. Kathryn Hope: It makes those students unique and fills a niche. Any additional knowledge is significant because everyone is a compilation of his or her experiences.

For example, most schools of nursing have large simulation labs with technology, and hospitals are seeking that combination of nursing and technology.

Jill Randolph: Does having a master's degree in another field shorten the duration to obtain a NP or PA certification?

Dr. Kathryn Hope: It may not. For example, we require a healthcare technology class. If they have a systems networking technology class, it will not transfer to our requirement. We are regulated by many different organizations on the content of nursing courses, and we have to meet those objectives.

Jill Randolph: Do you have any certificate programs to help a student with a different degree such as business to test the waters and start as an LPN?

Dr. Kathryn Hope: We do not have anything such as an LPN or two year degree. Those could be obtained in a community college. We are a comprehensive university, so we offer baccalaureate and higher-level degrees only.

"Nurses play an important role in providing education to the community on how to be healthier."

Jill Randolph: Are there specific experiential opportunities that are required so that students gain invaluable hands-on experience in nursing?

Dr. Kathryn Hope: Students spend a large percentage of time in the community working with vulnerable and at-risk populations. They develop an understanding of the need to be a professional citizen and gain confidence working in multiple environments.

They also acquire an appreciation of a patient's resources and home environment. For example, if a patient does not have transportation or help and they need to go to the pharmacy or have their dressing changed, that challenge needs to be addressed. Our students have a different perspective. They understand that the patient is a member of a family and a community.

Jill Randolph: It seems the trend is shifting toward prevention rather than end of life care or premature end of life medicines. Is prevention being taught to nursing students?

Dr. Kathryn Hope: It is a requirement of our credited programs, but it is also integrated throughout the entire curriculum. Every single course touches on health promotion and health prevention.

These subjects are important. In the past, health insurance did not pay for health prevention, promotion, and education. That is changing so that patients who participate in health promotion and prevention will realize incentives in the form of decreased health insurance. Nurses play an important role in providing education to the community on how to be healthier.

Jill Randolph: Are there any initiatives in the schools to educate younger people on health prevention rather than waiting until they are an adult and may already have health problems?

"The nursing programs here work with over 125 community agencies. We partner with schools to educate students on how to choose a healthy meal, exercise, and brush their teeth."

Dr. Kathryn Hope: It is not the educator's responsibility to teach children to balance their checkbook or to eat a nutritious balanced meal, but if children are not learning these things at home, then it has to come from somewhere.

There is a great opportunity in the United States for universities to work with the community and provide some of this expertise and knowledge that the younger generation is not getting.

The nursing programs here work with over 125 community agencies. We partner with schools to educate students on how to choose a healthy meal, exercise, and brush their teeth.

With a nursing degree, students can go into many different and rewarding directions.

Community College Of Philadelphia Career Services Center Director On Understanding Your Skills And Having A Plan

Wed, 09 Mar 2011 00:00:01 GMT

By Jill Randolph
March 9, 2011

The following is an interview transcript with Jan Harris, Director of Career Services at the Community College of Philadelphia. Ms. Harris has a Bachelor of Arts in Psychology from Mary Washington College of Fredericksburg, Virginia and a Master of Arts in Counseling Services from Rider University of Lawrenceville, New Jersey. She started the Career Services Center in 2003 and is also on the faculty of The Art Institute of Philadelphia. Prior to that, she was Assistant Director of Career Services at Philadelphia University, Career Counselor at Penn State Abington and Employment Facilitator at Bucks County Office of Employment and Training .

Community College of Philadelphia is the largest public institution of higher education in Philadelphia. Since 1965, over 500,000 students have passed through the doors seeking associate's degrees, certificates, improved workplace skills, and lifelong learning. Over 70 degrees and certificate programs are offered in art, science, business, technology and liberal arts. The Career Services Center provides comprehensive services including individual appointments for resume and job search issues, workshops and classes on a variety of topics, on-campus interviewing, and four annual job fairs.

"New graduates have to look for jobs differently than before. They need to be focused and have an executable plan."

Jill Randolph: How has job searching changed, and what advice do you give students regarding opportunities that may be more realistic in this economy, such as part-time and temporary positions?

Jan Harris: Since the competition today includes people who were laid off and have more experience, new graduates have to look for jobs differently than before. They need to be focused and have an executable plan. They must have an excellent resume, an absolutely perfect cover letter, and know what they are capable of doing.

There is a large market right now for temporary jobs. We have staffing agencies that have several available positions, and we encourage students to use those agencies to explore opportunities while they are waiting for the job market to improve. If someone is interested in healthcare, they may benefit from a job answering phones at a hospital. They may see how a hospital operates and might discover other jobs of interest.

Jill Randolph: Some people believe that applying online, especially via Monster or Indeed.com, is of little use because thousands of people are applying for the same jobs. How can a student ensure their resume is not lost in the pile?

"Students think we are going to find the answer for them and assume we have a secret list of jobs. I am here to assist them in developing lifelong skills for job hunting, but they have to get the job."

Jan Harris: It is more difficult to job search when using an online search engine that does not tell you the company, location or contact person. Once a person applies, he or she is really not able to follow up. We use a resource called College Central, where our employers input their name, phone number, and email address.

This enables a student to follow up with the employer to see if they received the student's resume. The student can also use it to contact a company he or she found interesting to ask if that company has any clerical or part-time receptionist jobs that might get his or her foot in the door. College Central saves the applicants' information so that students have a record of jobs they have applied for and can create a follow up plan.

Jill Randolph: What are the most common mistakes students make in their job search?

Jan Harris: A lot of students do not take the job search seriously. Their resumes need revisions, their cover letters are not good, and they often do not know what they want to do.

Students think we are going to find the answer for them and assume we have a secret list of jobs. They are the jobseeker, and we are not going to do their job search for them. I am here to assist them in developing lifelong skills for job hunting, but they have to get the job.

Students also are not prepared for the process and wait until after graduation to look for a job, when they should have been searching long before graduation. They tend to think if they have a degree, they have a job. Five or ten years ago, a degree was almost enough to get a job if they interviewed well and had a good cover letter and resume. It is not like that anymore.

"They do not need to waste time telling the employer that they can work a cash register ... Instead, they should tell the interviewer how they trained people and earned the manager's trust."

Jill Randolph: What do you recommend that students highlight about themselves in order to outshine the competition?

Jan Harris: The most important advice I can offer students is to promote themselves to a potential employer. They must understand their skills and strengths. These are important points that they need to convey to an interviewer.

We have workshops on identifying skills. Before the job search, we emphasize isolating their skills and deciding what the students are going to say to an employer to come across as the best possible candidate.

If the candidates are cashiers, they do not need to waste time telling the employer that they can work a cash register because the employer can figure that out. Instead, they should tell the interviewer how they trained people and earned the manager's trust to close at night, or they can explain how playing basketball for three seasons taught them teamwork and displays how they are extremely goal-driven and motivated.

Jill Randolph: What advice do you give students regarding traditional networking versus social networking?

Jan Harris: Students need to educate themselves on using the internet and social networking. They should not publish information they do not want everyone in the world to see.

Most of our students are still using social networking for fun, but we encourage them to use sites professionally. We have classes on making introductions and networking effectively. We also have workshops tailored to how to behave at a conference while networking.

"Students need to consider their purpose for contacting a specific person...they should be sincere and clear in their requests and remember they are essentially asking for a favor."

Students also need to consider their purpose for contacting a specific person. Whether they want information on available jobs or would like them to read their resume, they should be sincere and clear in their requests and remember they are essentially asking for a favor.

Jill Randolph: Encouraging students to network and begin a conversation empowers them, whether they are standing in line at the grocery store or instigating a conversation with a stranger who turns out to be a hiring manager.

Jan Harris: Exactly. I teach career development at The Art Institute of Philadelphia where the students are very artistic. Their careers require a great deal of networking, so we spend considerable time on that. We reinforce that a stranger is only a stranger until they introduce themselves. If they will take the chance to see what happens, it may be surprising.

Even word of mouth and accidental side networking can uncover an opportunity. I had one student's mother call her because she was at a conference for her own work and ran into someone looking for an intern. She connected with the employer over the phone and her daughter landed the job!

Jill Randolph: Do most of your students go on to complete a four-year degree or do they finish with a certificate or an associate's degree?

Jan Harris: Historically, most of our students transfer to four-year schools. Many of our students are in career-focused majors such as nursing, dental hygiene, and X-ray technician and usually go right into the work force. The rest are earning certificates or an associate's degree or simply taking a few courses.

Jill Randolph: Do most students take a few classes and then transfer as soon as they are accepted to a university, or do they earn an associate's degree first and then go on to get a bachelor's degree?

Jan Harris: It goes both ways. We have easy transfer programs linked with several colleges in the area, so that students can take many of their basic required courses here and then transfer. If they are unsure of their path, we encourage them to get an associate's degree before they transfer so that they have something to fall back on.

Ultimately the timing is dependent on the individual and the program, but a good number transfer for four-year degrees without an associate's degree. We have an excellent Transfer Center in the Counseling Department that assists students in making these decisions.

Jill Randolph: Do you have non-traditional students who come for a certificate or associate's degree even though they have a bachelor's or master's degree?

Jan Harris: Most of our students are non-traditional. The average age of graduation is around 28. A lot of people who are laid-off come back to reinvent themselves. We help them explore opportunities they can pursue without having to go back to school, or we give them advice if they may benefit from additional training or a certificate.

Jill Randolph: Do you have any resources for students who are unsure of what they want to do or would like to find out if their career choice is a good fit for their personality?

Jan Harris: We use "Choices", which has an inventory of interests and is based on the Holland Code C. It explores whether they are enterprising, social, or realistic, and then it matches those characteristics with occupations. The occupations are then broken down into jobs detailing responsibilities, salaries, locations, etc.

I had a student who wanted to be geographer because he liked to travel. He was not good at math or science, and he found out that a geographer needs both. It turned out not to be a good fit for him, and that is part of the education process.

"Job seekers should be honest. There are many people who have made mistakes and find jobs. Instead of making excuses, they need to be upfront about what happened and explain how they are recovering from the mistake."

Jill Randolph: Do you have any career-related books or websites you recommend to your students?

Jan Harris: College Central Network has a large amount of information. It offers news links and quick tips on resumes, interviewing, and asking tough questions. It is a convenient all-in-one resource.

We also have an internal website where students can access specific career information and view sample resumes and cover letters for every major.

Jill Randolph: Do you have any advice for approaching a new job when someone has been fired or has another tough situation to explain?

Jan Harris: Job seekers should be honest. There are many people who have made mistakes and find jobs. Instead of making excuses, they need to be upfront about what happened and explain how they are recovering from the mistake.

They could even offer to be put on probation for two weeks to take the risk away for the employer. If they are honest, someone will take a chance on them, even if they made a mistake. It is how they present the situation, and we coach them to stay positive and convey the bad without all of the details.

If students are unsure of where to start their job search process or where to go next in their career, we are here to help them craft a plan for their entry into the workforce.

University Of Oregon Career Center Director On Taking Control Of Your Success

Mon, 07 Mar 2011 00:00:01 GMT

By Jill Randolph
March 7, 2011

The following is an interview transcript with Deb Chereck, Director of Career Services of the University of Oregon.

The University of Oregon, founded in 1876, is the state's flagship institution. Located in Eugene, an energetic college town, the university offers academic excellence and hands-on learning opportunities in a welcoming atmosphere. Towering trees shade the 295-acre campus, where students, faculty members, and employees from a wide variety of backgrounds share a commitment to preserving the environment and pursuing innovation in more 260 academic programs that range from Eugene to Portland and from the coast to the mountains.

"Students have to be strategic in identifying people that can help them maneuver through competitive hiring systems."

Jill Randolph: How has the job market in your area changed over the past year? Have you seen any signs of improvement, and if so, in what areas?

Deb Chereck: We are seeing signs of recovery. The clearest indicator has been attendance of employers at career fairs. Campus visits have also increased. Several industries are consistently strong on-campus, and those are the financial services industry, federal and state government agencies, consumer products companies, and the retail sector.

Our two biggest employers last year were the Peace Corps and Teach For America. This generation is interested in making a difference and those two organizations offer terrific opportunities.

Jill Randolph: Are either Teach For America or The Peace Core offering any financial assistance or compensation to students?

Deb Chereck: Although they are technically volunteer positions, each of these experiences offers some form of monetary compensation. In the past, Teach For America volunteers were paid the same as an entry-level teacher in the district, but that may have changed due to the economy.

Jill Randolph: Does the Peace Corps offer something similar to the GI Bill where they help pay for students to go back to school after serving?

Deb Chereck: They do not pay for graduate school, but they make it available to people who want to continue their education when they return. They have liaisons and relationships with universities all over the country.

The culture shock that occurs when they return from a tiny village in Africa or the mountains of Peru can make jumping into the work environment quite challenging. Also, many of the students that go into the Peace Corps and Teach For America find their calling while they are there and come back to get the schooling or credentials to do that kind of work.

Jill Randolph: How would you say searching for a job has changed from the past and how has it stayed the same?

"If they do not walk into the perfect career initially, they need to consider what they can do in the short-term to keep their skills sharp and build a network"

Deb Chereck: It has refocused on the networking and connections aspect. In reality, we have preached networking for so long that it does not feel like a change. The real change is students are paying attention.

Students have to be strategic in identifying people that can help them maneuver through competitive hiring systems. Differentiating themselves is key which often means finding an internal contact that can get them recognized by the organization.

The want ads of yesterday are now web job boards. Students rarely hear back when they submit a resume, and they sit around disappointed. They are not spending time cultivating a network, which is the way to find a job. Students have are beginning to understand this is an important piece of the job search process that cannot be ignored.

Jill Randolph: If students do not stay in Eugene, what advice do you give them to get their foot in the doors of companies out of the area?

Deb Chereck: There is nothing that replaces being on location. If they know they want to live in San Francisco, instead of going to Mexico on spring break, they should go to San Francisco and set up informational interviews before arriving. They should also find a friend who will let them use their address for their resume and then relocate to the city after graduation.

Jill Randolph: What about a student who wants to move to another city, but does not know anyone who lives there?

Deb Chereck: Creativity can solve a lot of problems. I would tell that individual to identify two or three friends that are interested in moving to the area and can share the costs while they are looking for a job. They can also find an alumni group in the city and ask if someone would rent a room for a couple of weeks so they could do some job searching. It is a short-term solution to get them where they want to go.

Jill Randolph: If a student absolutely loves a particular city, but cannot find a job there, would you advise them to make the jump and let things fall into place?

"Job searching is similar to saving for retirement, people need to start early and spend time every month to be successful in the long term."

Deb Chereck: I would. If it is where they feel they need to be, then I would not discourage them. If they do not walk into the perfect career initially, they need to consider what they can do in the short-term to keep their skills sharp and build a network.

They could move and go to temporary staffing firms to find interim employment to hold them over. They may consider working as an administrative assistant for someone senior in an organization, and thereby having access to people within that organization who could potentially turn a part-time position into a full-time position.

Jill Randolph: Should students begin on LinkedIn to find connections or do you suggest specific steps for them?

Deb Chereck: Different strategies make sense for each individual. I encourage people to plug into the community. If they are spending too much time with online opportunities, they need to extend themselves, get out of their comfort zone, and attend a professional meeting. Volunteering to work at a registration table is one of many ways they can build their network.

Jill Randolph: What do you think are the most common mistakes students make in their job search?

Deb Chereck: Being lazy is a big one. There are too many instances of students moving home in defeat before they have even started. Time is also an issue for students. Job searching is similar to saving for retirement, people need to start early and spend time every month to be successful in the long term.

Students do not understand how much work it requires to find a job. They cannot wait until they are a last term senior because there is only so much that can be done with five weeks.

Students need to take control of their own success and use the resources available to them. Everyone should see a career counselor while they are a student. It is free, and they will receive encouragement and gain insight into resolving problems.

"Students need to take control of their own success and use the resources available to them. Everyone should see a career counselor while they are a student."

Jill Randolph: What would you recommend students do to outshine the competition?

Deb Chereck: If their professional documents are not perfect, they are simply out of the running. Their resume needs to be result-oriented and focused on their personal strengths. They must eliminate glossy sentences about duties and make it achievement-oriented using numbers when possible.

It should be thematic and clear so the reader remembers the key points after going through it. That is definitely one way to get out of a pile, because everybody today is using templates for resumes that look remarkably alike. By displaying their individuality and highlighting the points that will resonate with a potential employer, they can stand out.

Another way to stand out is to tell their story in the interview. It is not about preparing for a hundred questions; it is about self promotion, identifying stories that highlight their accomplishments, and walking into an interview knowing as much as they can about the job and how their experience relates. If they can marry their skills with the job requirements before they go into the interview, they will be more likely to impress the person doing the hiring.

North Carolina Central University Career Director Warns Against Underselling Skills

Wed, 02 Mar 2011 00:00:01 GMT

By Jill Randolph
March 2, 2011

The following is an interview transcript with Donna Hembrick, Director of Career Services for North Carolina Central University since 2008. Prior to serving in this role, she was Assistant Director of Career Services at Peace College and an employment recruiter at UNC Chapel Hill.

NCCU Career Services strives to assist students in identifying, articulating, and leveraging their strengths, skills, and interests into meaningful work experiences that satisfy their career goals. In addition, they integrate one-on-one career counseling and technologies to equip students and alumni with the skills needed to manage their careers upon graduation.

North Carolina Central University, a comprehensive university in Durham, North Carolina, was the nation's first public, liberal arts institution founded for African-Americans. Programs are offered at the bachelor, master, professional, and selected doctoral levels. The most popular fields of study are nursing, biology, business administration, political science, and psychology. The University is home to more than 120 registered student organizations and over 10 honor societies.

"They must be open and flexible because the ideal opportunity may not be five minutes from their hometown."

Jill Randolph: Do you think that most students should consider relocation when searching for a job because of intense job competition?

Donna Hembrick: Many students initially prefer to stay here until they are fully immersed in their job search and realize they need to cast their net further. They must be open and flexible because the ideal opportunity may not be five minutes from their hometown. Opportunities are much broader outside their local community or where they went to school. To find success, they have to be flexible and think broadly.

Jill Randolph: When relocating, how should students build their network in target cities?

Donna Hembrick: Once students graduate and are in a new city, they should identify familiar areas. If they were active in Greek Life, they can connect with Greek organizations. If they play tennis, they can join tennis groups. Whether through volunteer organizations, seminars, or a church, they can connect by isolating affinities.

Before they arrive, they should research professional organizations to join. By investigating beforehand, they establish future connections. Often, they already know someone who knows someone else, or we can contact alumni in the area. This is beneficial because they have their alma mater in common.

Jill Randolph: What advice do you give students regarding traditional networking versus social networking?

Donna Hembrick: We focus on traditional networking because face-to-face contact delivers the best results. Students need to learn traditional networking first before transferring those skills to the social media forum. We advise students on how to successfully navigate Facebook and LinkedIn.

On Facebook, many students post inappropriate pictures when they should be using it as a tool to post internship information and pertinent experiences. Another issue is less savvy students are aggressively pursuing people for jobs on LinkedIn. This is not an effective strategy.

Jill Randolph: Do you have any specific advice for candidates submitting resumes online?

Donna Hembrick: Candidates need to have multiple versions of their resume available because the technology at every site is not the same. They must choose the appropriate digital format for a particular site to ensure their resume is screened. This will maximize their access to opportunities.

"We always talk with students about their experience and skills before looking at their resume because students often undersell themselves."

Beyond formatting, making sure keywords are captured in their information is important. We always talk with students about their experience and skills before looking at their resume because students often undersell themselves. They will omit information they do not feel is relevant, but it may be valuable.

Jill Randolph: What are the most common mistakes students make in their job search?

Donna Hembrick: When the economy started to decline, instead of portraying confidence, students revealed panic and desperation. Instead of selling themselves for positions, they made it clear they would take anything.

The other mistake is focusing on a small group of positions. Their skills will translate to other areas, so they should not pigeonhole themselves. We encourage students to be flexible. There are majors that require specific skill sets such as nursing, but most students have broader opportunities than their major may indicate. In addition, employers are often more focused on skills rather than one area of study.

Jill Randolph: How has the job market changed over the past year? Have you seen any signs of improvement, and if so, in which areas?

Donna Hembrick: I have not seen much improvement. Employers are coming to campus to establish relationships, but they do not have jobs. The news is hinting that the economy is recovering, but I have not seen this from the private sector. There has been a stronger response from federal and government agencies that are hiring, but in terms of industry, it has been very slow.

Jill Randolph: Do you think your proximity to Raleigh has an impact on this?

Donna Hembrick: No, I think the recession is the cause. We are in the heart of Research Triangle Park where there is solid growth as well as industry. There are also a number of educational institutions and hospitals that are large employers or have been large employers in the past.

Hiring has scaled back due to the recession. The other challenge is that our area has 12 schools within a 30-mile radius. The competition for new graduates is tough, which is compounded with lay-offs in the existing workforce.

Jill Randolph: There are a number of unemployed, overqualified people currently applying for jobs. What should students or recent graduates highlight about themselves in order to outshine the competition?

Donna Hembrick: They need to analyze the job description, target keywords, and make sure those are reflected on their resume. Their resume should be tailored to the organization and position. Frequently, applicants send cookie-cutter resumes with cookie-cutter bulleted items for every position. They are anxious and frustrated and send out as many resumes as possible thinking that someone will call them.

"Students need to be focused, intentional, and strategic with their resume so it matches the job description and organization offering the position."

Students need to be focused, intentional, and strategic with their resume so that it matches the job description and organization offering the position. Since "job search websites" may not have a direct person to contact, understanding how to use the internet to build connections is invaluable in ensuring their resume is picked up by a human being.

To give students a visual, I have them highlight everything they know how to do in the job description. Then, I look at their resume to see if those items are included. If they are not there, the likelihood of hearing back diminishes greatly.

Jill Randolph: People commonly forget to consider the employer's point of view and focus instead on what they bring to the table. If they do not think about what the employer is looking for, are they not marketing their resume effectively?

Donna Hembrick: It is like creating a profile on a dating site. I use the example that if a girl is seeking a guy who is six-four, bald, lean, smart, likes soccer, and drinks lattés on Saturday, but a guy who is five-two and reads poetry contacts her, she probably will not pay attention to him.

The employer is doing the same assessment. The employer is asking for A, B and C, so if they see X, Y and Z, they will not to be interested.

Jill Randolph: What about job descriptions that read like the kitchen sink? It seems the more demanding job titles want applicants to do A through Z with the caveat that the job description is subject to change. How does a student market him or herself for those types of job postings?

Donna Hembrick: In this scenario, they should look for repeating themes and pick the most important ones to highlight in their resume and cover letter.

The majority of job descriptions begin with the most important functions and work backwards to the least important, so a smart tactic is to focus on the top half of the job description.

Students need to include quantifiable information as well. As a former recruiter, I looked for keywords beyond the summary of qualifications. If a candidate told me that he or she had several years of experience in the pharmaceutical industry, I wanted to see specifics of what that person did and how he or she did it.

The other key piece is leadership experience. Many students downplay their campus involvement. We encourage students to always use their experience in leadership roles on their resume.

Jill Randolph: What if they have leadership experience, but it was in a church or a volunteer opportunity?

"When students accept internships, volunteer opportunities, or on-campus work-study positions, they need to know what they aim to accomplish. They must plan for end results in order to have an experience to sell."

Donna Hembrick: Leadership is leadership, and students need to highlight any measurable outcomes. When students accept internships, volunteer opportunities, or on-campus work-study positions, they need to know what they aim to accomplish. They should have measurable outcomes when they complete the position. They must plan for end results in order to have an experience to sell.

Jill Randolph: If students with work experience and skills know their ideal job, is it ok to use the same resume or should they adapt it every time they apply to a new opportunity?

Donna Hembrick: They need to take a fresh look with every opportunity. Changing the summary of qualifications and the objective and leaving the rest the same is not sufficient.

They need to tweak their experience to make it relevant to the position. There are parts they cannot change, but there are many instances where students can modify content to better suit a particular company.

Jill Randolph: Do you have any specific career related books or websites you recommend to your students?

Donna Hembrick: I suggest JobWeb, which is linked to the National Association of Colleges and Employers and has useful quick tips. Vault has helpful information as well.

Jill Randolph: What advice do you give students who are not sure what they want to do after graduation?

Donna Hembrick: It is not necessarily about what students want to do with their life, but where to start. Students who are in a state of confusion should complete an assessment to figure out their interests. If they still do not know, they can start investigating areas for volunteering which builds skills and connections for their network. We have a community service requirement for graduation, so we meet with freshmen at the onset to show them how community service is an opportunity to try different fields. If they have never tried something, they do not know whether they like it or not.

Jill Randolph: For someone who has experience and direction, do you advocate volunteering in addition to looking for a job or should they stay focused on the job search?

Donna Hembrick: They need to do both, because even if they have experience and spend 40 hours a week applying for jobs, they still have an employment gap. It should be a balance between volunteerism and job searching. If they volunteer in an area of interest, they can show a potential employer what they are capable of doing, versus just reading about it on their resume.

These face-to-face interactions give a better idea of a candidate's fit and ability to contribute. Volunteering also reduces anxiety by offering a sense of value, which is important when people are not employed. Being involved in a meaningful endeavor makes people feel like they are working towards changing their situation.

Ohlone Professor Explains Abundance Of Green Career Options

Fri, 18 Feb 2011 00:00:01 GMT

By Jill Randolph
February 18, 2011

The following is an interview transcript with Narindar Bansal, Professor of Geography/G.I.S./Environmental Studies, of Ohlone College Center for Health Sciences. Ohlone College, founded in 1965, is the flagship campus of the Ohlone Community College District. In addition to the Fremont campus, there is a satellite center in Newark, California, known as the Ohlone College Newark Center for Health Sciences and Technology. The college was named after the Ohlone Indians of the Costanoan tribe.

With Carl Sagan's question - "Who will speak for Earth?" - in mind, the Ohlone College Newark Center for Health Sciences and Technology was founded in the spring of 2008. The opening of this LEED Platinum campus reinforced the overall commitment of the Ohlone Community College District to not only provide a first rate academic environment but also to be committed to the community at large.

Jill Randolph: Recently, more attention has been being given to environmental initiatives. How has that changed from the past?

Narinder Bansal: The environmental movement grew in the 60's and 70's, decreased in the 80's, started to come back in the 90's, and now has fully returned. The green revolution has become a global movement and there are many green communities throughout the world.

For example, here at Ohlone, we are a LEED's platinum campus. LEED (Leadership in Energy and Environmental Design) gives platinum as their highest credential, which only 43 buildings worldwide have. We have solar, geothermal, passive design buildings and a biostore on campus. We practice what we preach and we work, breathe and live at a green campus.

"The green revolution has become a global movement. It is a worldwide phenomenon that has evolved from acting locally but thinking globally."

Large corporations are also interested in greening themselves and being eco-conscious. All of this points to how the environmental consciousness of the world has come to the forefront. The internet society has globalized the effort because the web provides instant information. It is a worldwide phenomenon that has evolved from acting locally but thinking globally.

Jill Randolph: There is a lot of ambiguity surrounding the definition of certain green products. Are there any initiatives to more clearly define what makes a green product and the different levels of greenness?

Narinder Bansal: There is not a council on green affairs; most of the efforts are launched by like-minded people who get together to work on a common idea. Of course there is the EPA and other federal and state organizations, but grassroots campaigns are becoming more prevalent. As they gain popularity, they are forming regulations for members, such as not driving more than 20 miles a day.

Jill Randolph: I know that LEEDs has strict architectural requirements and the USDA has specific guidelines on how organic is defined, but other areas of the economy seem much less defined.

Narinder Bansal: That is true and there are even organizations that have their own "green" designations. It is hard to define some of these classifications such as "organic" or "free range". There are grey areas in all this; it is not simply a black or white issue. To find the truth behind the designations takes determination to get to the bottom of how that corporation defines being green.

Jill Randolph: What three things do you recommend that anyone can do to help the environment?

Narinder Bansal: People talk a great deal about solar and wind energy, but people can have an impact today by creating more energy efficient buildings. Proper insulation, weatherization, and compact fluorescent light bulbs all contribute to an energy wise building. Unplugging electronics that are not in use is also significant for energy conservation.

Jill Randolph: What degrees do you offer and how should high school students prepare to get into a program like yours?

Narinder Bansal: Ohlone's Environmental Studies Department offers two main degrees, an A.A. in environmental studies and an A.S. in environmental science. It is important for students to have a good grasp of the sciences, not only the hard sciences such as chemistry and biology, but also the soft sciences like social studies and geography.

It is imperative not only to know the science behind how something works, but also to have a grasp on the morals and ethics involved. Social sciences allow a student to relate a problem to the average person as well as answer the hard science questions. Math is also key. Full-blown calculus is not necessary, but students should understand basic algebra. For example, we teach solar and wind classes that require mathematical calculations involving kilowatts consumption.

Jill Randolph: Are there any extracurricular activities that would make a student stand out when he or she applies to your program?

Narinder Bansal: As a community college, we accept everyone, but the more well rounded students are, the better. It is helpful if they volunteer or work for local charitable organizations to gain experience. Ultimately, it is up to them. I can show students what they should learn, but they have to take the initiative to apply their knowledge to real life. Knowledge and information alone are not powerful. Students can find a great deal of information on the internet, but it is pointless if they do not know how to put it to use.

Jill Randolph: What makes a great energy development and sustainability student?

"A great student will seek exposure to new information, new ideas, and new people even if they do not agree with their ideas."

Narinder Bansal: They have to be open-minded about ideas that may not be familiar or mainstream. Actively exploring is important, and they need to participate in the investigation because education is not a spectator sport. A good education requires students to be involved, which takes passion and a notion that there are things out there to discover. A great student will seek exposure to new information, new ideas, and new people even if they do not agree with their ideas. Social engagement is fundamental. They need to know how to build a community, how to work in a community, and how to be a part of a team.

Environmental studies goes beyond regurgitating facts; our students are going to have to think. The goal is to answer some of the greatest problems our world is facing. It is impossible to be bored because the issues are too large, the stakes too high, and the potential for gains is too great. In the environmental studies field, after a problem is solved, there is always something else to figure out.

A guiding principal to remember is that those who are engaged and like what they do will never have a job. If people can find something they enjoy, they will grow and prosper because they will not have the burden of going to "work."

Jill Randolph: Do you have online programs for students who do not have local access to the progressive programs you offer?

Narinder Bansal: Yes, we have several. The environmental studies department has a web page where we post links to what people are doing and what we are offering. One online class we teach is a cross-reference of human ecology and an introduction to environmental studies. It is the foundation for policy and science. I also teach an online environmental law class that students in different parts of the country as well as the world take. Online education is a great way to bridge the gap.

Jill Randolph: Do you have any certificate programs for students who are changing careers that will allow them to segue into an environmental field quickly while earning credits toward an A.A. or A.S. degree?

Narinder Bansal: We offer a certificate of accomplishment in environmental stewardship that includes five classes: intro to environmental studies, health and the environment, environmental law, resource management, and environmental biology. We also have certificates in renewable energy and sustainable agriculture that include classes on solar and wind energy, green urbanization, and sustainable agriculture. There is also a complete certificate in landscape architecture in the works.

Jill Randolph: How has the market for green jobs changed over the past year? Have you seen any signs of improvement, and if so, in what specific areas?

"The green areas are growing because of the recession. People want to save money, print less, recycle, and cut back on their waste. It is becoming the norm versus the trend."

Narinder Bansal: The green areas are growing because of the recession. People want to save money, print less, recycle, and cut back on their waste. It is becoming the norm versus the trend.

Times like these are when people should seek education; the recession made a big impact on the economy, but the rebound will happen, and people need to be geared up and ready to engage when it does. Barack Obama's administration is focused on solar, wind, and green buildings. We are focusing on the same areas.

By training and educating people now, when the economy does bounce back, they will be prepared. If students are highly motivated, active in the job hunt, and interview well, they have an excellent chance at finding employment.

Jill Randolph: Is there a particular job description or title that students are pursuing more than others? Which specialties in the general realm of sustainability are most in-demand now?

Narinder Bansal: Students are studying everything. Some want to go on to become teachers and others want to be engineers. There are many biology students who want to be involved with environmental science because it utilizes chemistry and biology.

"Fields involved in energy efficiency, conservation, management, and exploration are key areas in today's market."

Jobs in the environmental studies field are diverse. Students can be ecologists, park rangers, or conservation managers. Becoming a green architect has also become very popular.

There are jobs in economics, community planning, regional planning, education, and environmental engineering. Fields involved in energy efficiency, conservation, management, and exploration are key areas in today's market.

Jill Randolph: What are the most important things students can do to find a career in sustainability?

Narinder Bansal: They need to stay abreast of their academics. Volunteering and being involved in the community are important, as well as creating a holistic, engaging, and diversified background.

Jill Randolph: What advice do you give to your students regarding social and traditional networking?

Narinder Bansal: There is nothing wrong with being socially engaged on the internet or using technology. LinkedIn, Facebook, and Twitter are good resources, but ultimately, students are going to be dealing with human beings in the workplace. They can use the internet, but they need to keep in mind that without social skills, all the technology is useless.

This is one reason I require student presentations. I have them stand in front of the class to see what it is like to be socially engaged. I encourage them to work in groups and learn how to work with challenging fellow classmates. These are situations they will encounter in the real world when they have to work with someone they may not like.

Honing ones skills, including social networking skills, will facilitate their entry into eco-conscious careers.

Advice From A Middlesex Assistant Dean On How To Stand Out As A Nursing Applicant

Fri, 11 Feb 2011 00:00:01 GMT

By Jill Randolph February 11, 2011

The following is an interview transcript with Katherine Gehly, Assistant Division Dean for Nursing at Middlesex Community College. Ms. Gehly has been a nurse for over 30 years and earned her Bachelor of Science in Nursing from Skidmore College in 1979, and a Master of Science in Nursing, specializing in Pediatric Primary Care, from Northeastern University in 1995. She has worked at various hospitals, and also was a Pediatric Nurse Practitioner. She began teaching at Middlesex in 1991 and and was appointed as Assistant Dean for Nursing in 2005.

Middlesex, founded in 1970 in Bedford, Massachusetts, began its Nursing Program in 1972 . In 1982, a second site at Lowell General Hospital was added. In 1995, the two campuses were consolidated into one in Lowell. A part-time evening weekend program option began in 2003, in addition to the full-time day program option. The nursing program currently admits about 100 students each year. Approximately 80 students graduate each year. The National League for Nursing Accrediting Commission (NLNAC) accredits the program, and it has full continuing accreditation granted until 2014.

Jill Randolph: What is most important for high school students to complete in order to be accepted into a program like yours and when should they start working on their plan?

Katherine Gehly: They should look at admissions requirements and start working on those as soon as possible. Nursing is a very popular field right now and since the economy started to decline, many people are waiting to be accepted into nursing programs. It's currently about a two-year wait from when someone has met all the admissions requirements to when they can start taking nursing classes.

"High school students can take science classes such as chemistry and biology, as well as satisfying the math requirements of algebra I and algebra II."

High school students can take science classes such as chemistry and biology, as well as satisfying the math requirements of algebra I and algebra II; there are also placement tests, and other admissions materials they need to complete. Fulfilling those requirements is important because the sooner students do so, the sooner their name is on the list as a qualified applicant so that they are eligible for a seat.

Jill Randolph: Should students apply when they are sophomores or juniors in high school or should they wait until they have graduated from high school?

Katherine Gehly: High school students can apply once they have met the admissions requirements. They probably won't be able to meet the admissions requirements until they are at least a junior, or possibly a senior.

Jill Randolph: Do you recommend students take core classes that will apply towards a BSN? Is there anything they can work on while waiting to be admitted into your nursing program?

Katherine Gehly: Students can take classes at Middlesex that will apply towards the nursing program, but they cannot take any of the actual nursing classes until they are accepted into the program. There are a number of required classes they can take including science courses, English, Intro to Psychology, math, etc. Frequently, students spend a year or even two years taking those courses while waiting for a seat in the program. Then once they begin the program, all they have left are the nursing courses.

Jill Randolph: If a student needs to work their way through school, would you recommend he or she obtain a certificate and try to work in the nursing field, such as a CNA or LPN?

Katherine Gehly: Yes, often students earn a certificate to find a career-related part time job. We have a new program called the Academy of Health Professions, which is a career-ladder towards higher health career professions such as nursing. Students take courses in a shorter modular format and graduate with a certificate in phlebotomy, nursing assisting, or as a medical secretary, and then are able to work while going through the program.

We have two program options: a full-time day program and a part-time evening weekend program. If students need to work more than 20 to 30 hours a week, we encourage them to consider the part-time evening weekend option, because working more than 20 hours and being in the full-time day-program option makes success in our program more difficult.

"Many people believe an associates degree program is easier than a four-year bachelor's program and in truth, it is not; if anything, it can be harder because they have to acquire the knowledge in two years to sit for the same licensure exam as students who go through a four-year bachelor's program."

Many people believe an associate degree program is easier than a four-year bachelor's program and in truth, it is not; if anything, it can be harder because they have to acquire the knowledge in two years to sit for the same licensure exam as students who go through a four-year bachelor's program.

It's very intense, it's very concentrated, and students literally have to hit the ground running. I emphasize this to the students, particularly those who are taking the core requisite courses and doing well, because they seriously underestimate the time required to be successful in the nursing program. The nursing classes alone are at least a 40-hour a week commitment between reading, preparation, clinical time, and all of the outside work.

Jill Randolph: What is the split between the full-time day students versus the part-time evening or weekend students?

Katherine Gehly: We admit twice a year into our full-time program and only once a year into our part-time program. We currently have about 200 students in the program, with about 120 in the day and 80 in the evening weekend.

Jill Randolph: Are more students, because of the economy, willing to relocate to find employment?

Katherine Gehly: We have students who are relocating because of the job situation here, but more often if they are relocating, it was their original plan. One characteristic of community colleges is that a majority of students who are local wish to remain in the area. Consequently, the vast majority of students don't want to relocate, and are willing to accept a job out of school even if it is not their dream job, if it is a way to gain experience and stay in the area.

Jill Randolph: I touched on the CNA and LPN certifications earlier. Do those credit hours apply towards an RN or an ASN or are they only to help the students gain nursing experience?

Katherine Gehly: The CNA does not apply other than providing students good experience and an opportunity to make connections with organizations that might hire them when they finish their RN degree.

Students with a LPN from a school we have an articulation agreement with have the option to matriculate into our program in the third semester, essentially earning credit for their first two semesters. We have articulation agreements with three local LPN schools, and students are eligible for the third semester if they graduated from one of them within the last five years with a B or better average.

If the students went to an LPN school other than the programs we have articulation agreements with, or do not meet the articulation eligibility requirements, they may be eligible for advanced placement into the second semester, essentially giving them credit for the first semester of the program.

Jill Randolph: I have heard of education graduates relocating to gain experience in order to be more hirable. If nursing students are willing to move away for immediate RN experience, will they be more employable when they return?

"The students locating jobs after graduation are often the ones who worked at a facility, which is why we encourage our students to find a part-time job."

Katherine Gehly: There is always a period of transition from school to practice, and mentoring new graduates is an expensive undertaking for a facility. If they have an applicant with one or two years of experience, those facilities are more likely to consider experienced applicants over a brand new graduate who has never worked. The exception would be graduates who worked part-time as a nursing assistant at the facility, and the facility members know the applicants, their abilities, and have established a track record with them.

The students locating jobs after graduation are often the ones who worked at a facility, which is why we encourage our students to find a part-time job. It's a balance, because students shouldn't work too much and detract from their studies, but it does make them more attractive candidates to employers.

It doesn't hurt to relocate to gain experience, but it is more difficult when students are grounded in the community, and/or have families. We have students in their 30s or 40s who already have families and commitments to the area. They are less likely to want to move away to gain experience.

Jill Randolph: What does it take to be a great nurse? Besides passing board exams and having a strong science and math background, what personality traits and other characteristics make a great nurse?

Katherine Gehly: The most important trait is the desire to help people. Periodically, I speak with someone who is interested in nursing to make good money or to have job security. If they don't want to help people, most often they are not successful, because this is a job they really have to want to do.

"Nurses are always putting together pieces to solve problems or identify alternative solutions. Nurses are like detectives, because they have to look at all the clues and figure out what is happening."

A successful nurse also has strong communication skills, especially the ability to listen. Nursing involves a lot of teaching, whether in formal nursing education or working on a floor, so it is important to be willing and able to communicate so people can understand.

Being a problem solver is also important. Nurses are always putting together pieces to solve problems or identify alternative solutions. Nurses are like detectives, because they have to look at all the clues and figure out what is happening. Organization and time management skills are also essential to prioritize their duties.

Jill Randolph: Do nursing programs teach classes to empower nursing students to stand up to doctors when they feel a mistake has or is going to be made?

Katherine Gehly: Some of those skills are gained throughout the program. Although we don't have specific classes on how to collaborate with doctors, we emphasize the importance of being the patient's advocate and putting the patient's needs above others.

The empowerment is gained from experiences in the clinical setting, and the knowledge to know they are making the right decisions. Rather than standing up to the doctor, we approach it from a communication and collaboration viewpoint because everyone is trying to do the right thing even if they are overlooking a detail.

We have had instances where students were in clinical working with their instructor and they discovered a medication error. With the instructor's assistance, they called the physician to explain the dosage discrepancy. It is usually a positive experience and the students really learn and grow from it. It's not a teachable skill; they have to learn it through experience, which is why it's important for new graduates to find a setting with a support system to gain these skills.

Students should never do something because someone told them to do it. They should know why they are doing it and what the ramifications are. If they don't, they should ask. This is not challenging anyone, but rather seizing an opportunity to understand the rationale behind a decision.

Jill Randolph: How has the job market for nursing has changed over the past year in your area?

Katherine Gehly: Prior to this year, the majority of our students' first jobs were in hospitals or acute care facilities like hospitals. This past year, of the applicants who responded to our graduate survey, 90% were employed. Today, the percentage is probably well under 70%.

Those who are finding jobs are more likely to be in long-term care or rehabilitation facilities versus acute care hospitals. This causes concern because new graduates may not have enough support. Particularly in long-term care facilities, fewer nurses are on staff compared to hospitals, which have many nurses. Students need to make sure they are going to have the support to be successful in their first job.

Jill Randolph: Which nursing specialties have the highest demand?

Katherine Gehly: The intensive care nurses or nurses who work in emergency departments are the most sought after. Those positions are not typically filled with new graduates because the nature of the position requires experience.

Jill Randolph: Do you have any post-graduate certificate programs to help prepare students or are these skills learned on the job?

Katherine Gehly: We don't have post-graduate certificates. Usually, those skills are either learned through experience or the facility may have training programs for their employees.

Jill Randolph: What are the three most important things nursing students can do to prepare to find a job?

"Number one, employers are looking for experience outside of school."

Katherine Gehly: Number one, employers are looking for experience outside of school. Second, students should identify themselves as unique whether through experiences at school such as volunteer work, or their participation in the Student Nurses Club. These first two points demonstrate they were willing to give more than is expected and be successful.

The third is to always present a professional image. Their resume and cover letter should be well organized and they should be dressed professionally for interviews. Employers tell me all the time about potential employees who arrive in jeans and t-shirts and chewing gum. Five years ago, employers may have overlooked those things but today when 100 people apply for two jobs, they are much more selective.

Our students take a course called Nursing Issues in their final semester. Part of the course prepares them to enter the job market. They have a career seminar day where one of our career counselors reviews how to create a resume and also the proper conduct for an interview.

We also have former graduates talk to students about how they found employment. Students find this very helpful because they treat this day as if it were an interview. They are given specific advice such as types of professional clothing to wear versus more casual or revealing street clothes.

Jill Randolph: Do you have any advice for students regarding social networking and traditional networking?

Katherine Gehly: It's important for students to be careful about the content they are posting on social networks such as Facebook. Employers may look at these sites, and pictures of applicants partying on the weekend can be the deciding factor even if they have a tremendous resume and had a wonderful interview.

"When the job market is as tight as it is, these connections are far superior to blindly sending a resume and applying."

We also encourage students to take advantage of any contacts they have through face-to-face and personal networking. If they know someone working at a facility where they are applying for a job, the student should contact that employee. When the job market is as tight as it is, these connections are far superior to blindly sending a resume and applying.

Jill Randolph: Do you recommend any websites related to nursing to help students decide whether nursing is the right path for them? Also are there any job search sites specifically for nursing?

Katherine Gehly: ADVANCE for Nurses frequently sends information about job fairs. The college also has a career and education planning tool called FOCUS2. Students answer questions about their likes, dislikes, hobbies and personality traits, and it helps match them with a suitable career.

I encourage potential students to use this tool as well as carefully assessing the responsibilities involved with nursing. Occasionally, students who have been on the waitlist for two years begin their studies to only realize nursing is not what they thought and they leave. It's a shame not only for them, but also for the person who is still waiting for a seat.

This confusion is partly because of the inaccurate media portrayal of nursing. Shows like "ER" give students the impression of nursing as a really "cool" profession, which it is, but not necessarily for the same reasons portrayed on television and in the media. Nursing is reality-based; I have nursing aides who want to be a nurse so they won't have to empty bedpans, but nurses empty bedpans.

Nursing is not sitting at a desk, talking on the phone and using a computer. It's caring for all types of people with all types of problems. There is a messy side of nursing; I doubt anyone becomes a nurse because they love body fluids, but body fluids are part of the profession and have to be accepted. Nurses deal with it because they know they are helping someone.

Jill Randolph: Does the possibility exist for a program such as FOCUS2 to become a mandatory prerequisite, to ensure students assessed if they were on the right path?

Katherine Gehly: It probably will not be a prerequisite because it is an educational tool. I strongly encourage people to use it because it is helpful, but also to understand that in this profession, students have to become involved and discover their passion for nursing first-hand.

I have talked to students for years about what nursing is and how much work it is, and some still enter the program not realizing how hard it would be for them. This situation will always happen because people have to decide the best route for them and it can change. Providing them with as much information as possible to make an informed decision is all we can do.

"...Employers frequently tell me they like to hire Middlesex graduates because our students know how to think and are not afraid to work."

I am proud of my program, it's extremely challenging, and employers frequently tell me they like to hire Middlesex graduates because our students know how to think and are not afraid to work. I have a dedicated and committed group of faculty who go above and beyond on a regular basis to help these students gain the experience they need to be successful nurses.

A Mountain View College Executive Dean On Why Engineers Need Soft Skills More Than Ever

Mon, 31 Jan 2011 00:00:01 GMT

By Jill Randolph January 31, 2011

The following is an interview transcript with Dr. Karen Valencia, the Executive Dean of Science, Allied Health, and Physical Education Division at Mountain View College in Dallas, Texas. Dr. Valencia has worked at the college since 2005 and is also the Principle Investigator of Mountain View College's Department of Education College Cost Reduction and Access Act Grant.

Mountain View College has provided accessible, affordable, and accredited educational opportunities in southwestern Dallas since 1970. They offer flexible course scheduling and a broad range of educational opportunities. They provide a variety of academic, technical, cultural, and recreational programs, as well as more than 70 associate degree and certificate programs. At present, the college enrolls more than 10,000 students.

Jill Randolph: What areas should high-school students focus on to be accepted into a program like yours? How and when should they start working on their plans?

Dr. Karen Valencia: The earlier the better. Students who are pursuing engineering need to have a strong interest in math and science. Important areas in math include algebra, geometry, trigonometry, and calculus. For science, I recommend they focus on physics and chemistry. They also need to have a strong background in computers. A solid understanding of government, economics, history, and English is also essential.

"In the past, engineers could work in isolation independent of their colleagues, but today, they need to have social skills and be team players."

In the past, engineers could work in isolation independent of their colleagues, but today, they need to have social skills and also be team players. Their communication skills should be sharp and they need to excel at time management and multitasking.

Young students should be learning math skills, working puzzles, and thinking spatially. They should develop those skills at an early age and throughout their school career.

Jill Randolph: Which qualities make a great engineer?

Dr. Karen Valencia: A great engineer has the ability to work within a team. Strong communication and listening skills are critical. Great engineers also need to be excellent problem-solvers, dedicated to understanding the mechanics of how something works and questioning not only what is known, but what is unknown. It is very important to be creative lifelong learners as well as developing strengths in math, science, and computers.

Jill Randolph: Should engineering students do anything out of the ordinary to stand out to employers?

Dr. Karen Valencia: Other than being excellent students, it is very important to demonstrate to a future employer their ability to work with a team, as well as independently. Communication skills and the ability to work well with others and creatively solve problems are all fundamental.

Jill Randolph: Which specialties or industries within the field of engineering are most in demand right now?

Dr. Karen Valencia: Environmental, biomedical, and civil engineering are experiencing the largest employment increases, and mechanical, aerospace, industrial, geological, and petroleum engineering are expected to do very well also. Civil engineering is also expected to grow, but all the areas of engineering have been good, solid employers. We specialize in mechanical engineering on our campus.

Jill Randolph: Is there a reason why you specialize in mechanical engineering?

Dr. Karen Valencia: We specialize in that area because of a newly developed compact in the state of Texas among universities and community colleges. It enables students who begin in a participating community college program in mechanical engineering to seamlessly transition to one of the signing universities. There are no concerns regarding transferability of courses. We are excited because it is a first for our state.

Jill Randolph: What are the most important ways your students can prepare for employment in the engineering field?

Dr. Karen Valencia: They need to concentrate on their schoolwork, excel in math and science, and learn computers. Acceptance to a good college is important, and obtaining summer jobs or internships in engineering is beneficial.

Jill Randolph: Do you help them find internship and co-op opportunities?

Dr. Karen Valencia: We do. We have a grant through the Department of Education -- The College Cost Reduction and Access Act Grant. We also work with local employers who talk with our students and offer advice. Employers do not actively recruit because our students are at the community college level, but it allows our students to get a first hand account of the field and assess if they are on the right career path.

"Students need to be knowledgeable and capable of communicating their skills and capabilities."

Jill Randolph: What advice do you give to students regarding social networking and traditional networking?

Dr. Karen Valencia: The technological world has changed radically. It is essential for students to be conversant with blogs, wikis, RSS feeds, instant messaging and email. Because these are all tools that engineers use for their work, students need to be comfortable with these technologies.

Jill Randolph: Do you recommend any books or websites related to careers in engineering?

Dr. Karen Valencia: We recommend engineeringjobs.com and citytowninfo.com. We also utilize career fairs and recruiters to help our students discover all existing opportunities.

Jill Randolph: Because the engineering field is strong, are employers recruiting students, or do students still have to market themselves to make an impression?

Dr. Karen Valencia: It is very important in this competitive economy for students to have good resumes and interview skills. We have instructors who rehearse these skills with our students. Our instructors work through practice questions and help students think critically on their feet.

Students also need to present themselves well. They need to dress appropriately, speak clearly, and listen carefully because recruiters are looking at them as potential employees and assessing their ability to communicate and represent their company.

The recruiters are actively looking for good employees, but it is up to students to portray themselves as the best available. If a recruiter asks, "why should I hire you?", they should have a good answer prepared. Students need to be knowledgeable and capable of communicating their skills and capabilities.

Jill Randolph: Do you offer certificate programs for mid-career students coming back to specialize in a certain area of engineering or for high school graduates who want to take a few courses to assess their interest level?

Dr. Karen Valencia: We are designing an engineering technology certificate to accompany our Pre-Engineering Associate of Science Emphasis Degree in Mechanical Engineering. It will give students a foundation in pre-engineering and help them determine if mechanical engineering is the right direction or if they want to transition to another area.

"Often instructors work at both a university and a community college, which reaffirms the equality of education between the two."

Jill Randolph: Are associate level classes more cost effective than those at a university?

Dr. Karen Valencia: Absolutely. At this juncture our tuition is $45 a credit hour without any additional fees such as lab or parking fees. This is phenomenal in today's market. We offer the second lowest cost in the State of Texas, which is attractive to a student looking to stay at home, conserve their resources, and attain a good education. Also, these courses are fully articulated and fully transferable to universities.

We hire the same instructors as the universities. Often instructors work at both a university and a community college, which reaffirms the equality of education between the two. Classes are very small, and we have tutoring, libraries, and computer labs.