Wednesday, 9 November 2005 - 1:30 PM
212-3

Assisting Undergraduate Students in Job Search and Career Orientation Skills.

Dudley T. Smith, Texas A&M University, Dept of Soil and Crop Sciences, College Station, TX 77843-2474

Many departments and colleges of agriculture offer senior-level courses in job search skills. A survey was conducted on the seminar courses offered in agronomy departments across the U.S. In the senior seminar course at Texas A&M, students met in a conference room rather than a conventational classroom and were regarded as “employees” of the BETA Corporation (Biological, Environmental, Turf, and Agriculture Corp.) and assumed active roles in the learning process. Instructional materials and outlines were provided for “employees” to present information on contemporary topics, including resume and cover letter preparation, oral communications, researching jobs and corporate backgrounds, and interview preparations. Individual oral presentations addressed a technical topic from their major and were evaluated by peers and graduate students serving as “clients”. Mock interviews were provided by corporate, agency, or faculty representatives (related to the student's career interests, including graduate school), and followed common procedures and behavior questions and included a self evaluation. Outside speakers addressed topics on marketing yourself in today's environment, what faculty and your employer don't tell you about job expectations, personal financial management after graduation (debt, investments, and equity), and family and community expectations after graduation. Three "Think Papers" guided students through exploratory issues for self/career interests, researching firms and jobs, and commonly asked interview questions. Every assignment and activity was evaluated and grades were regarded as "corporate pay", with weekly feedback. Evaluation rubrics were displayed on the course web page in advance so that students could observe exactually how they would be graded. These evaluation sheets assured consistency in assessing student performance in all aspects of the course. Student responses on entry and exit surveys provided a basis for evaluating learning experiences in the BETA program over a five year period. These will be summarized in the presentation.

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