Why don't more students use the career center? Shane J. Lopez argues that the traditional career center has not kept up with students' needs. He suggests that they reimagine themselves as places where students identify and nurture their strengths in order to find fulfilling work and create fulfilling lives.

From 2010 the Government plans to have in place a universal Adult Advancement and Careers Service. Beyond the general support to help find jobs and complete applications offered by Job Centre Plus, the new framework will provide a more holistic approach to employment and training. Currently, this kind of holistic support is only available to…

Career development works only if employees accept responsibility for their own careers. Conventional programs often leave employees passively waiting for the company's next move. It would be better to provide employees with resources and guidance, allowing them to find their own answers at their own pace in their own way. (JOW)

Describes one-stop career centers funded with Department of Labor grants in several states. The centers offer help for finding jobs and developing careers, involve several agencies, offer options for getting services, and provide a system for evaluation. (JOW)

Asserts that, when university career center pursues a strategic plan and becomes market driven, it is not only perceived to be a quality organization, it is one. Explains philosophy of market-driven management, marketing concept, and implementation of market-driven career planning and placement center. (NB)

Asserts that, to serve an increasingly diverse student population and to find the administrative support needed to do so, career centers must move in equally diverse directions. Offers ideas and strategies to aid in achieving these goals. Examines services for diverse populations, management of the career center, the importance of campus linkages,…

Three programs sponsored by the federal government--School-to-Work, One-Stop Career Centers, and America's Career Kit--make it easy to research career options, provide hands-on experiences, determine what kind of training is required and where to get it, submit a resume, and search for a job. (JOW)

Minnesota's WorkForce Centers are a model of state employment services. The centers assist those in need of initiatives such as dislocated worker programs, welfare-to-work services, services for the blind, employment-and-training programs, veterans' services, and job-search assistance. (JOW)

The downsizing of the military has resulted in the development of military Career Resource Management Centers (CMRCs) to assist veterans. The primary means of delivering services are two- to three-day transitions programs that assist veterans in analyzing skills and determining work preferences. Establishing and maintaining close contact with…

Mississippi's one-stop career centers are designed to cater to the demands of business in a highly competitive economy. The centers transform the community colleges from feeder institutions for universities to institutions in touch with the local community and economy by offering everything from traditional education programs to customized…

Themes for evaluating career centers are as follows: (1) determine scope and relate it to institutional mission; (2) design services to reflect successful practices; (3) build on philosophical/psychological base; (4) match interventions to developmental needs; (5) use sophisticated diagnostics; (6) provide continual staff training; (7) attend to…

Fuller, Blume, and Johnston describe uses of the My Vocational Situation instrument with 181 freshmen in summer orientation at the University of Missouri. Rakes explains ways the university's career center takes career information out to the campus through presentations and materials distribution. (SK)

Carter reviews changes in the workplace and in campus recruitment procedures that affect student job placement and describes the University of Missouri's job development program (cooperative education, internships, part-time work, work study, service learning, and volunteering). Franta expands on service learning's effect on career development.…

Discusses the Workforce Investment Act of 1998, which consolidates more than 70 federal job-training programs and provides states with the flexibility to develop workforce-development systems in partnership with local governments. Describes one-stop career centers, which provide a variety of services to job seekers. (JOW)

A din of opprobrium rises from the academy against for-profit education. But a name like "The University of Phoenix" is not misleading to students, Richard P. Hassler argues, even though the dividends that that large public corporation pays its shareholders derive narrowly from career preparation, rather than from more rarefied…