Glassboro State College, through its supplementary training program, has attempted to demonstrate its commitment to academic relevance, social concern, and individual advancement. The program was originally designed to supplement regular college programing by including an atypical group of students--the poor, employed, experience-oriented adult.…

A report on the present level of engineering salaries is presented on the basis of the Commission's tenth survey among 860 establishments covering 167,225 engineering graduates, about 20 percent of all degree-holding engineers. Two questionnaires are used, one for non-supervisory graduates and the other for those in supervisory positions. Salary…

In an attempt to correct recent Veterans Administration (VA) regulations restricting benefits for veterans enrolled in cooperative education programs at community colleges, this paper describes the value of cooperative education, both vocational and general, and argues the supporting intent of federal law in Title 38 of the U. S. Code. Many…

The relationship between satisfaction and need hierarchies as a function of high risk (HR) or low risk (LR) in a job was examined. Results indicated that there were significant differences in satisfaction for a set of 25 job characteristics between HR (N=93) and LR (N=82) workers. In contrast, there were no real differences in need hierarchies for…

A field experience in fashion marketing for Kansas State University students is described. The functions and responsibilities of the coordinator, the student, and the departmental supervisor are outlined, along with the evaluation processes used. (Author/LBH)

The head of the federal vocational training division in Switzerland describes his country's system of vocational education for young people who have completed their compulsory years of schooling. (MF)

In the interview Donald Super discusses his family and developmental history, early work experiences, graduate school experiences, significant life experiences, serving in World War II, his work toward a theory of vocational development, being an educator, perspectives of the profession, and retirment. (Author)

The author presents arguments for and against placing distributive education cooperative students in fast-food outlets, criteria for selecting training stations and students, and a model training plan outline for job and class instruction. (MF)

Described is the Crisis Intervention Center, a rehabilitation center for the severely developmentally disabled which includes three developmental satellite centers (providing work activity programs, work evaluation, and supervised employment). (CL)

The study compared the past and current work and work alternatives experienced by 383 disabled young people (aged 16-25 years) and 152 able-bodied controls in East Devon, United Kingdom. Also compared were the aspirations and expectations of the disabled with those of their families and service providers. (Author/DB)

The paper examines the effects of social pressures on deafness in work, in education, and in the professionalization of services in the United Kingdom. Deaf people are considered in terms of their lack of power, the emergence of their language and culture, and the use of signing in education. (Author/DB)

This article describes a study of the characteristics and educational background of 15 professors who have recently accepted positions in university educational administration program faculties. Findings are presented, and implications for the field of administrative preparation are discussed. (Author/MT)

The Construction Trades Foundation, a nonprofit corporation of business, industry, and school leaders, provides high school students in Montgomery County, Maryland, with unique hands-on experiences in construction, home design, marketing, public relations, and other fields. (SK)

Discusses the problems and benefits of cooperative education programs at the graduate level. Cooperative education is presented as a necessity given the current level of full-time student attrition, but the point is made that cooperative education must be supported by employer, institution, and student. (CH)