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DOMAIN:
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Career
Exploration
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STRATEGY:
|
Placement
and Transfer Outcomes Publication
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COLLEGE:
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Broome
Community College, New York
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CONTACT:
|
Anne
Scott (607/778-5205)
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Career Preparation Innovation
Annual, public (in college catalog) reporting of placement and transfer
data
Description
Survey Method
All statistics in this report are based on an 88% return to the follow-up
survey and reflect the graduate status as of October 21, 1994. The method of
data collection proceeded as follow:
- Administered at the May 20 graduation rehearsal.
- Mailed to those not attending the May rehearsal with a June 17 return
requested.
- Phone calls were made during June and July to those who did not respond.
- Second mailing was sent on July 6 to those who indicated they were working
a part-time temporary position, unemployed, or unsure of transfer plans. In
addition, a second mailing went to those who reported no information, with an
August 3 return requested.
- Second phone calls were made to those with no information or incomplete
information.
- Data obtained from the above steps was sent to Department Chairpersons
asking for information they could add with an October 5 return requested.
- Statistics were compiled with all data up to October 21, 1994,
included.
"NA" refers to information which is "not available" due to
insufficient response or a nonexistent program. "Unavailable for employment"
includes those who travel, marry and decide not to work, or otherwise prefer
not to seek employment at this time.
There were 1,015 degrees awarded at commencement exercises in May. The actual
number of graduates was 1,008, as seven graduates received more than one
degree. All statistics are based on 1,015, the actual number of degrees awarded
to those completing graduation requirements in August 1993, December 1993, and
May 1994.
Results
Ninety percent of the class of 1994 at Broome Community College found
employment or transferred for further education, according to the annual survey
conducted by the Placement Office.
- 50% were employed leaving an unemployment rate of 7%. Once again, the
number of graduates employed part-time increased, continuing a trend that began
three years ago.
- For those employed, 87% are working in Broome County or the Southern Tier.
- 40% transferred to four-year colleges or technical schools and 80% of
these attended colleges within the State University of New York System. This is
the highest percentage since the first statistics were collected with the class
of 1975.
Salary information is based on entry-level salaries in
full-time positions directly or indirectly related to area of study.
Second- or third-shift differentials are not included. Additionally, all
percentage figures were rounded to the nearest whole number which accounts for
total figures between 99 and 101.
THE ACADEMIC AREAS
Business - 251 graduates, 64 employed, 3% unavailable for work, 26%
transferred, 7% unemployed. Salary info - $14,579 average, $8,840 to $22,000
range.
Computer Studies - 50 graduates, 29% employed, 2% unavailable for work,
49% transferred, 20% unemployed. Salary info - NA.
Engineering and Technology - 99 graduates, 34% employed, 1% unavailable
for work, 54% transferred, 11% unemployed. Salary info - $15,000 average,
$12,000 to $22,818 range.
Health Sciences - 175 graduates, 86% employed, 4% unavailable for work,
4% transferred, 6% unemployed. Salary info - $22,872 average, $12,480 to
$31,200 range.
Liberal Arts - 299 graduates, 22% employed, 12% unavailable for work,
74% transferred, 3% unemployed. Salary info - $12,593 average, $10,400 to
$17,472 range.
Special Career Programs - 141 graduates, 59% employed, 3% unavailable
for work, 26% transferred, 12% unemployed. Salary info - $15,546 average,
$10,400 to $17,000 range.
CURRICULUM
The following is a summary of each curriculum of BCC's six academic
areas in which there were graduates last year. Percentages are based on number
of graduates responding, not total number.
BUSINESS
Accounting - 55 graduates, 76% employed, 0% unavailable for work, 13%
transferred, 11% unemployed. Salary info - $13,541 average, $11,440 to $15,000
range.
Business Administration - 47 graduates, 22% employed, 3% unavailable for
work, 73% transferred, 3% unemployed. Salary info - NA.
Entrepreneurship - 4 graduates, 50% employed, 0% unavailable for work,
50% transferred, 0% unemployed. Salary info - NA.
Hotel/Restaurant Program - 14 graduates, 92% employed, 0% unavailable
for work, 8% transferred, 0% unemployed. Salary info - $11,041 average, $8,840
to $13,676 range.
Management - 18 graduates, 62% employed, 0% unavailable for work, 31%
transferred, 6% unemployed. Salary info - NA.
Marketing and Retail Management - 24 graduates, 75% employed, 3%
unavailable for work, 19% transferred, 3% unemployed. Salary info - NA.
Marketing Management - 42 graduates, 75% employed, 3% unavailable for
work, 19% transferred, 3% unemployed. Salary info - $15,057 average, $13,780 to
$16,000 range.
Office Technologies (Executive Secretary) - 13 graduates,
77% employed, 8% unavailable for work, 0% transferred, 15% unemployed. Salary
info - $13,205 average, $11,440 to $14,560 range.
Office Technologies (Word Processing) - 15 graduates, 64% employed, 21%
unavailable for work, 0% transferred, 14% unemployed. Salary info - $14,322
average, $14,144 to $14,500 range.
Travel and Tourism - 19 graduates, 69% employed, 6% unavailable for
work, 12% transferred, 12% unemployed. Salary info - $18,800 average. $15,600
to $22,000 range.
COMPUTER STUDIES
Computer Information Systems - 10 graduates, 43% employed, 0%
unavailable for work, 14% transferred, 43% unemployed. Salary info - NA.
Computer Science - 34 graduates, 25% employed, 0% unavailable for work,
64% transferred, 11% unemployed. Salary info - NA.
Computer Technology - 6 graduates, 33% employed, 17% available for work,
17% transferred, 33% unemployed. Salary info - NA.
ENGINEERING AND TECHNOLOGY
Chemical Engineering Technology - 17 graduates, 44% employed, 0%
unavailable for work, 50% transferred, 6% unemployed. Salary info - NA.
Civil Engineering Technology - 18 graduates, 50% employed, 0%
unavailable for work, 44% transferred, 6% unemployed. Salary info - $23,206
average. $15,683 to $38,500 range.
Electrical Engineering Technology - 23 graduates, 32% employed, 5%
unavailable for work, 41% transferred, 23% unemployed. Salary info - $21,710
average, $15,000 to $26,000 range.
Engineering Science - 21 graduates, 100% transferred.
Industrial Technology - 9 graduates, 71% employed, 0% unavailable for
work, 14% transferred, 14% unemployed. Salary info - NA.
Mechanical Engineering Technology - 11 graduates, 27% employed, 0%
unavailable for work, 54% transferred, 18% unemployed. Salary info - NA.
HEALTH SCIENCES
Dental Hygiene - 19 graduates, 81% employed, 6% unavailable for work, 0%
transferred, 12% unemployed. Salary info - $26,500 average. $21,500 to $31,200
range.
Health Information Technology - 15 graduates, 79% employed, 14%
unavailable for work, 0% transferred, 7% unemployed. Salary info - $18,823
average, $12,480 to $27,000 range.
Medical Assistant - 25 graduates, 71%
employed, 12% unavailable for work, 0% transferred, 17% unemployed. Salary info
- $15,055 average, $14,460 to 16,640 range.
Medical Laboratory Technology - 14 graduates, 86% employed, 0%
unavailable for work, 7% transferred, 7% unemployed. Salary info - $18,517
average, $16,681 to $19,697 range.
Nursing - 71 graduates, 88% employed, 2% unavailable for work, 9%
transferred, 2% unemployed. Salary info - $24,828 average, $24,828 average,
$20,800 to $27,248 range.
Physical Therapist Assistant - 17 graduates, 100% employed. Salary info
- $23,605 average, $19,300 to $31,000 range.
Radiologic Technology - 14 graduates, 100% employed. Salary info -
$21,760 average, $21,008 to $23,920 range.
LIBERAL ARTS
Associate in Arts Degree - 226 graduates, 18% employed, 2% unavailable
for work, 79% transferred, 2% unemployed. Salary info - NA.
Associate in Science Degree - 2 graduates, 100% transferred.
Communication and Media Arts - 32 graduates, 40% employed, 0%
unavailable for work, 53% transferred, 7% unemployed. Salary info - NA.
Mental Health - 39 graduates, 26% employed, 0% unavailable for work, 66%
transferred, 9% unemployed. Salary info - $11,200 average, $10,400 to $12,000
range.
LIBERAL ARTS RELATED CAREERS
Criminal Justice - 55 graduates, 54% employed, 2% unavailable for work,
30% transferred, 14% unemployed. Salary info - $21,433 average, $16,300 to
$24,000 range.
Early Childhood - 23 graduates, 91% employed, 4% unavailable for work,
0% transferred, 4% unemployed. Salary info - $12,080 average, $10,400 to
$15,600 range.
Fire Protection Technology - 3 graduates, 33% employed, 0% unavailable
for work, 67% transferred, 0% unemployed.
Individual Studies (AAS) - 1 graduate, 100% employed. Salary info -
NA.
Individual Studies (AS) - 24 graduates, 21% employed, 5% unavailable for
work, 63% transferred, 10% unemployed. Salary info - NA.
Paralegal - 35 graduates, 68% employed, 0% unavailable for work, 14%
transferred, 18% unemployed. Salary info - $15,309 average, $12,000 to $17,000
range.
DOMAIN:
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Education
for Citizenship
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MODEL:
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Hybrid
courses required for graduation
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STRATEGY:
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Independent
planning and delivery
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COLLEGE:
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Salt
Lake Community College, Utah
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CONTACT:
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Elwood
Zaugg (801/957-4531)
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Career Preparation Innovation
When the faculty and administrators redefined general education to be "the
integration of attitudes, skills, and broad abstractions of knowledge," a new 5
quarter credit multidisciplinary requirement for graduation was instituted. As
a result, a number of courses which blend "knowing" with "doing" have been
developed. The samples that follow are for four independent multidisciplinary
courses.
Descriptions (4 courses)
Electricity and Modern Living
Topics: Electrical codes and consumer safety; electrons/Ohm's Law;
series, parallel, and combination circuits; electric energy and power;
batteries; generation of EMF
Lab activities: Wire: series circuits using LEDs; residential lighting
circuit and change it for a fluorescent fixture and remote control switch;
operate using a plug-in controller, then demonstrate using a wireless
controller; residential lighting circuit; replace a single-pole switch with a
single pole dimmer switch; parallel circuits and combination circuits (e.g.,
Ni-Cad battery charger that plugs into a car lighter, includes use of LED);
replace a lighting/receptacle circuit with a GFCI that feeds another
receptacle; 3-way lighting circuit, then add a 4-way switch; door bell circuit;
consumer electrical safety inspection.
Research topics: Aspect of power generation or consumption; power
process and its advantages and disadvantages; trade-offs and practicalities;
Electrical frontiers--inventor or pioneer in electrical history.
Enriching Our Living: Enriching Our Lives
Text
Working in America by Robert Sessions and Jack Wortman, Notre Dame Press.
Content
- Focus on work, individual enrichments, and community involvement. Panel
discussion with faculty from a variety of disciplines on their views on the
role of work in their lives, how they bring creativity to their work, and how
they enrich their lives outside their work.
- Ambivalent feelings about work
- Materialism and spiritual values
- Humans as commodities
- Alienation and integration: How do we minimize the former and maximize the
latter?
- Work prior to industrialization
- Conceptual foundations of modern work
- The future of working in America
- Vision of work from other cultures
- Good work in the modern world
Business 105: Business and Society
Text
"An Indian's View of Indian Affairs" by Chief Joseph. In Hartwick
Classic Leadership Cases. (1994). Oneonta, NY: Hartwick Humanities in
Management Institute, Hartwick College.
Content
- Business and Socioeconomics: Social and Cultural Development; Economic
Development; International Trade and Business Development
- The goal for this section is to understand the basic philosophy of
business by tracing the history of capitalism and free market enterprise.
- Business and the Human Factor: Organizational Structure and Change;
Management Theory; Leadership and Excellence; Motivation
- The goal for this section is to examine the relationship of the worker to
the workplace by discussing the evolvement of corporations in capitalistic and
free market systems and determining the qualities necessary for companies and
small businesses to remain successful in a global economy.
- Business and Ethics: Codes of Behavior; Social Responsibility; Diversity
Bias and Discrimination; Environmental Responsibility
- The goal for this section is to study the behavior of companies in a
capitalistic environment by examining their responsibility to their employees,
the communities in which they operate, and the consumers who buy their
products.
Sample Learning Activity: Business History/Future Plans
Project
As a group, you are to pick a locally represented business, community, or
geographic region and study both its history and future plans. The object of
the project is to find out how the following elements affected the success or
failure of the business or community and how those elements will impact the
business or community in the future.
- Economic Environment: Under what economic conditions was the company
started? How and why did the business or community change as economic
conditions changed? How is it planning to deal with future economic trends?
- Social/Cultural Environment: What issues surrounding customs, traditions,
social class, and hierarchy affected the company's/community's development? How
will these issues affect the company/community in the future?
- Political/Legal Environment: What local political and legal issues affect
it? How have/will these issues impact its operation and help form its
policy?
As you find out more about your company or community, you will
realize one of these elements typically has greater impact than the others. You
may want to analyze why that is and see if there is consistency between
historical and projected management actions in response to these environments.
Other considerations might involve the uniqueness of the company or community
as well as any common threads which seem to recur in all environments examined.
Technology and Society
Content: Sources of technological change; diffusion of technology;
technology and the environment; work in pre-industrial and industrial
societies; technology and jobs; printing; the electronic media; tools of
destruction; shaping and control of technology; technology of the future
Sample Learning Activity: Research
Explore new developments in technology in your field of study or interest--how
has technology changed the skills required for your chosen occupation?
DOMAIN:
|
Education
for Citizenship
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MODEL:
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Hybrid
course
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STRATEGY:
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Joint
planning; independent delivery
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COLLEGE:
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Technical
College of the Lowcountry, South Carolina
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CONTACT:
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Lucille
Roth (803/525-8257)
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Career Preparation Innovation
Technology and Culture: This course examines the impact of technology and the
future of technology on cultural values, society, and the individual.
Description
The Technology and Culture course was developed during the summer of 1991 by
the entire faculty, that is, the humanities instructors as well as the
technology instructors. Both groups worked together, each offering valuable
insight and expertise. As with many community colleges, the perception is often
that of one physical campus but two very different student bodies with little
in common. Thus, it became the faculty's task to develop a course that would
connect and explain the relationship between technology and humanities. The
challenge was to develop a course that could attract both humanities and
technology students. And finally, once inside the classroom, students would
learn to understand the intricate interdependence of technology and culture.
This course not only added a humanities course to the curriculum, but it also
has become a vital bridge course between technology and humanities. Through
good advising and the inclusion of the course into the curriculum as an
elective, many Technology and Occupational program students are now taking this
course along with the AA/AS students. An added benefit is that students are
finding that their perspectives are complementary.
Emphasis
The impact and use of technology is shaped by cultural traditions and
values; The issues technology addresses are an integral part of the reasons for
and meaning of societal and cultural change; The ramifications of adopting a
technology are usually far wider than the immediate perspective such as (1)
that technology accelerates change within society resulting in consequent
dislocation, social anomie, and uncertainty for people, along with its promise
of progress and adaptation; (2) that a major consequence of technological
change is an institution with perceived loss of control; (3) that the benefits
of technology are differential and unequal, producing more evident social and
economic differentiation.
Topics
- Communication: How did language develop? How does language influence
culture? What is the impact of TV on society? Does TV determine values of
society or vice versa?
- Nixon/Kennedy debates; the telephone and our lives (cellular telephones);
do we need a national language?; importance of global communications; diaries
and letter writing--knowledge of history
- Transportation: What changes came about as a result of the development of
mass transit? How did the development of the automobile affect mass
transportation? family units? sexual mores? economy? other cultures? drinking
and driving? radar detectors? federal intervention? seat belts?
- Health: What is life? What is death? How has technology affected those
definitions? What moral issues are brought about by technology? What is
society's role in maintaining health/life? How do we set priorities for
spending health dollars? diseases as punishment; view of cigarettes; economic
aspects of health care; sexuality and technology; research on fetal tissue;
genocide - sterilization; government control; ethical choices; population -
PILL; AIDS; right to die; public vs. personal responsibility; genetic
engineering; new medicines - drugs; needs of public vs. interests of
corporations; illegal drugs; reproductive rights; mother's responsibility;
lifestyle
- Environment: Why preserve our animal and plant life? What are the myths of
conservationism? What preservation measures should be taken in the Lowcountry
area? Which is more important--development or preservation? energy policy; when
work environment destroys health; latent dangers of new energy sources; ozone
layer; Victoria Bluff/industry; TEDs; acid rain; Savannah River Plant;
recycling; beach renourishment; industry vs. wildlife (endangered species);
wastewater/waste handling; landfills; public lands/wetlands; chemicals on
foods; dependence on animal food/link with cancer; nuclear power vs. coal;
sustainable development
DOMAIN:
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Education
for Citizenship
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MODEL:
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Hybrid
course
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STRATEGY:
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Joint
development; independent delivery
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COLLEGE:
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Pennsylvania
College of Technology
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CONTACT:
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Daniel J. Doyle (717/326-3761, ext. 7749
e-mail: ddoyle@pct.edu)
|
Career Preparation Innovation
Using a variety of materials, this course introduces the philosophical, social,
and economic aspects of a "work ethic" and technological change.
Description
History 262: Technology and Society (Writing Enriched Course):
Course Competencies:
By the end of the course, students will synthesize and evaluate the background
and influences of modern technological change; the relationship of technology
to labor and the values associated with labor; the relationships of ideology,
technology, and economic and social values to changes in expectations relating
to the "work ethic"; the transformation of the social class structure
associated with increased use of technology; the implications of technology for
gender; the immigrant and the African American; the distinctions and
relationships of science and technology; the de-skilling of work; the concept
of system and the impact of its introduction into work and home life,
especially through "scientific management"; the systematization of power,
communications, and the power to communicate; the systematization of the
physical environment and leisure; technology and warfare; technology as a
social question; technology and ideology; technology and ethical issues;
development of standardization and its implications; development of automation
and its implications of control; technology and electronic communication,
including aspects of propaganda; technology and globalism, including
imperialism; the concepts of appropriate technology and technology transfer.
Course Content:
- Technology and Society--varying perspectives
- Early perspectives on nature and technology--Protestant values; work and
capitalism; views of nature--"machine in the garden"; resources--natural and
human
- Transforming Society: Manufacturing America 1607 to 1800; young America
and individual opportunity 1800-1830s; America as a social unit: the 1830s-1870s
- Systematizing America, 1870s to 1920s--Systematizing power; communications
and the power to communicate; systematizing the fabric of American life: the
1870s to 1920s; systematizing workers and the workplace
- From Industrial America to Postindustrial America: 1920s to
present--Technology as a social solution in the 1920s-1950s; technology as a
social question, 1950s to present;
- Assessing Technological Change and the Future--Predictions--hype or
reason? recognizing and evaluating dilemmas; thinking historically
Texts
Ruth Schwartz Cowan. (1983). More Work for Mother.
Daniel J. Doyle. (1993). British Industrial Revolution (computer-aided
tutorial).
James Flink, Car Culture (handout)
David Hounshell, From the American System to Mass Production (handout)
Alan Marcus and Howard Segal. (1989). Technology in America.
Daniel Rodgers, The Work Ethic in Industrial America, Chapter 1
(handout)
Frederick Taylor (from on-line library at Stevens Institute of Technology)
Albert H. Teich. (1993). Technology and the future (6th ed.).
E. P. Thompson, Time, Work-Discipline and Industrial Capitalism
(handout)
Max Weber, The Protestant Ethic and the Spirit of Capitalism, Chapter
1
DOMAIN:
|
Education
for Citizenship
|
MODEL:
|
Hybrid
course
|
STRATEGY:
|
Independent
planning and delivery
|
COLLEGE:
|
Sinclair
Community College, Ohio
|
CONTACT:
|
William
Deighton (513/449-5128)
|
Description
Connecting Technology and Our Lives
Focus on the history, underlying concepts, and the effect on community values
and quality of life resulting from technological development in the Dayton area.
Text
Technology in America: A Brief History by Marcus and Segal
Objectives
Develop in career-oriented students an appreciation for the humanities and the
virtue of applying unbiased approaches to the solution of problems that
incorporate technical components. To that end, students will be encouraged to
evaluate their own views for too narrow a focus and appreciate the point of
view of others with divergent opinions. More specifically, students
successfully completing the course should be able to identify major components
of technology in Dayton, with a view to the past, present, and future; write a
clear historical synopsis of technological development in Dayton; evaluate the
personal impact of these developments with a focus on community values and
quality of life; establish, argue, and defend a position concerning the
benefits and disadvantages of local technological development; create a
personal plan to maximize quality of life based on predictions of short-term
trends in local development.
Topics
Value of humanities courses for career-oriented students; fundamental concepts
underlying the interaction of technology and people's lives; history and impact
of automated processes and technophobia; invention of pull tab and pop-top
cans; electronic banking; automotive safety systems; technology and public
safety; local water supply; sewage and trash disposal; and Dayton's great flood
and the community's response
Sample Learning Activities
- Compare the growing influence of electronic banking on rich and poor
people.
- Technological change can be driven by economic or social forces. For about
fifteen years, in the 1820s and `30s, the Lowell Mills combined both. Who where
the primary workers in the mills? The owners of the mills believed that mental
discipline and moral character were fundamental for personal success. Explain
some of the ways the mill system attempted to develop discipline and character
in the workers. Eventually the mills closed due to economic failures. Was the
social experiment a success? Illustrate your answer with specific examples.
- In class, we discussed ten basic concepts associated with technological
development and its effect on society. Select any three concepts and state them
in your own words. Then link them to your personal life with examples of how
they affect you or your family. Technological change can be viewed from an
optimistic, pessimistic, or neutral point of view. Based on the examples you
have selected in the first part of your answer, how would you characterize your
view of technological change?
- Explain three examples of how technological change has affected emergency
service workers. What factors other than actual demonstrated need may influence
the adoption of new technology by the public safety sector? How is
technological change in the public safety sector funded? Is this method of
funding regressive or progressive?
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