StudentsH1

The capstone course for the B.A. requires putting together a CV and Resume, and doing some research on-line and using other library resources to learn about careers in Anthropology.  Information from the national association is also provided.  In the introductory course to the major, Anth 301, specialists from each sub-field come into class to describe how they got interested and made their way through a career trajectory to where they are now.  Students are very interested to learn that it is not always a straight-line of decision-making, and they are encouraged to follow their interests.  In UNIV 101 students are guided to Career Services.  Anthropology faculty and students also attend the various job fairs, transfer advising sessions and career workshops to present material about careers in anthropology.

There is a current pilot shortage in the U.S. and hiring in all sectors of commercial aviation is strong and projected to continue, primarily because of the rapid growth among low-cost carriers, air cargo operations, corporate aviation, and regional/commuter airlines. The number of entry-level airline positions is rapidly growing and Department of Labor forecasts are for continued steady strong growth until at least the year 2016. The demand is highest for well trained, yet less experienced pilots, which bodes well for graduates of CWU’s Aviation department.

Aviation Management graduates usually obtain positions at FBOs, airlines, airports or they secure employment at government agencies such as the Federal Aviation Administration. A number of aviation management graduates also complete their flight training elsewhere and pursue pilot careers following the traditional path to the airlines as described above. Graduates of our Aviation Maintenance Management specialization obtain aircraft maintenance management positions at FBOs, maintenance/repair facilities and regional or major airlines.

Direct Hire Program:
A direct hire program was instituted with Horizon Air in 1999. Seven graduates were recommended for the direct hire program in 1999 and 2000. Records were not kept of the names of those hired. Sloan estimates that five of the seven graduates were hired in both 1999 and 2000. Records do not show the number of graduates recommended or hired for the 2001 direct hire. Sloan estimates that eight were recommended and seven were hired. The program was temporarily put on hold after 9/11 and was reinstated in 2005. Two graduates were hired in Spring, 2006 and three were hired in March, 2007. Horizon Air has committed to conducting two direct hires per year; one in spring and one in fall each year.

Internships:
Each year several of our top students are selected by competitive interviews for internships with Alaska Airlines and Horizon Air. The students have the opportunity to sit through airline ground and simulator training and are exposed to the daily workings of the airline industry. According to the Chief Pilot of Horizon Air all but one of the Horizon interns was later hired as a pilot.

During summer 2003 one of our students was selected from a pool of 40 applicants for an internship with the National Transportation Safety Board.

During the summer of 2004 one student was placed with Jet Blue airline in Long Beach, CA.

Summer 2005 one student was selected for an internship with the Port of Seattle Airport Authority.

Winter 2007 one student was selected to participate in the University Aviation Association national conference in Washington D.C.

Several students each year participate in internships at flight schools and FBOs as line or desk personnel.

The department offers several professional growth opportunities for students through student employment.  Each quarter approximately 20 students are hired to serve as teaching assistants (T.A.s) in the undergraduate laboratories or as stockroom assistants.  These students gain valuable experience in applying the knowledge they have gained in our programs.  Students receive credit the first quarter they T.A., and minimum wage hourly pay for subsequent quarters, with a fifty-cent hourly raise after three quarters of service.  Many students return to T.A. for four to six quarters.

Students in the capstone course, CHEM 488, prepare a resume for professional employment which is reviewed by the instructor.

While it is hard to get accurate information, the employment record of our students appears to be good. As mentioned before, data from the Campus Placement Center shows a 70-80% placement rate for our graduates, at least as high as for other liberal arts graduates. This is especially significant given how many students we graduate each year, i.e., that we must place more students to get “our” 70-80% than departments with fewer graduates. 

Anecdotal reports from our graduates show them working in all areas of professional communication. Our public relations graduates work for Fortune 500 companies, prominent PR agencies (Hill & Knowlton, Burson-Marstellar, The Rockey Company), and numerous nonprofit organizations. Our journalism graduates work for regional newspapers, television stations, and as freelance filmmakers. Our communication studies graduates work in a variety of business and industry positions, including special assistant to State Governor Gary Locke.

January, 2008
Students are informed at their regular advising sessions about the opportunities available through Career Services to all levels of students.  The studnet club also schedules professionals to come and talk about career opportunities and Career Service representatives to discuss topics such as job hunting, internships, resume and cover letter writing and interviewing skills.  Finally several classes talk about career opportunities especially the capstone course and the senior colloquium.

FCSE, ID and RT – Faculty notify students of job opportunities provided by employers and provide student recommendations.

Family Studies
The Family Studies program does not offer formal career placement services, however, students are encouraged to take advantage of relevant programs offered by Career Services. In FCSG 205 (Entry Assessment, required for declaration of Family Studies major), a career counselor is invited to the class to provide instruction on resume development.  This is followed up in FCSF 405 (Exit Assessment) when students are required to meet one-on-one with a career counselor to review, edit, and revise their resume.  Juniors and Seniors are encouraged, in classes and informally through academic advising, to participate in Career Day and to participate in the mock interviews in order to be better prepared for the job search.

Fashion Merchandising
In first year of tenure-track position therefore there is no history as of yet although in the Winter 2008 Internship Planning course (FCSA 379) it is planned to work with career services to advise students on potential employers.

UPDATED JULY 2008
Department faculty and staff maintain close contacts with many employers, some of whom we invite to campus to personally recruit students. Because many of our former students are now in managerial positions, department faculty often receive calls or emails asking us to recommend a student/alumnus for a particular job or advertise a job through our email network. (All current students and alumni who wish to be on our “jobs” email list receive these announcements). 

Department faculty also have close connections with potential graduate advisers at a number of universities nationwide.  This network also works to the advantage of students wishing to pursue graduate degrees. 

In cases where students request specific help, faculty review letters of application, cover letters, and CVs. The End-Of-Major Review class (GEOL 487) requires students to prepare a CV and cover letter, which the instructor critiques. 

In some cases, we direct students to the career center for specific help or information.

The IET department works with Career services to host an IET Career and Internship Fair.  In the Fall or 2007 there were over 70 companies at the fair. 

Students graduating from the programs within the IET department generally are engaged in the building or servicing of industrial products throughout the state and nation.  A few students find employment as teachers in secondary education as industrial arts or shop teachers. 

Employment rates can be very high for IET department graduates.  For example employment rate for Construction Management majors is virtually 100%.  Salary ranges for these graduates are typically in the mid to upper $40k, although some students willing to relocate to California will reach the high $50k.  Employment rates for EET, MET, IT, and SHM are very high.  Our industrial education students are employed at high rates in this competitive field.

All ITAM majors are required to complete a 9-12 credit internship. These internships not only help the student with their academic learning, but provide jobs, references, and networking opportunities. ITAM faculty use these internships to also network with employers. Students in ADMG 310, Professional Development, complete a service learning project. Students are encouraged to register with Career Placement and to make use of their resources. Students are also encouraged to attend Career Fairs on campus and Career Fairs in the Seattle metro area.

Students are encouraged to utilize Career Development Services in securing placement opportunities.

Students are encouraged and/or required to participate in practicum or cooperative education wherein students come in contact with prospective employers and colleagues and learn typical duties and responsibilities of the discipline.

Health Education: School Health Program – We encourage and support students to attend various job days on campus. We establish a presence in the classroom early, and continue that throughout the major. We encourage students to attend the various workshops that are offered by Career Services, and use their information within our HED 445 Professionalism course that all students must take prior to student teaching. Public Health Program – All Public Health students must complete a 400-hour cooperative education experience as a capstone to their major. The Career Development Center is incredibly valuable in that process. They establish recordkeeping and storage for all of the required certificates and documentation required prior to placement. They work with faculty in assuring contractual requirements are met, and that students get a smooth transition into the workplace.

Physical Education

Food Science & Nutrition: FSN students are advised to do a cooperative field experience. This is particularly true for those students who seek to be admitted to post-baccalaureate dietetic internships. In addition, the FSN program director has worked with Career Development Services in the organization of their Health Careers Fair held for the last three fall quarters.

Para-medicine: Students are actively recruited each year by fire and EMS agencies, many of which visit campus to educate students on their agencies. Students are also exposed to a number of potential employers through the 18 clinical and field sites where practicum experience is gained during the program.

Exercise Science: Program requirements include completion of practical experiences in external settings and the culminating experience is a 400-480 hour internship. The internship requires registration with Career Services.

Graduate Programs: N/A

While neither the Department nor career services maintain statistics on student employment, we have compiled a list of some of the graduate programs and employment positions that our majors have gone into since graduating from CWU. Both of our most recent graduate students in individualized studies have gone on to successful careers.
	
Philip Lindholm, University of Oxford, completing Doctorate in Theology; earned Master of Studies in Theology (2005) and Master of Studies in Jewish Studies (2004); published “Jewish Philosophy Wins the Pot: How Stu Ungar and Emmanuel Levinas Coralled the Texans” in Poker and Philosophy: Pocket Rockets and Philosopher Kings, ed. Eric Bronson (Chicago: Open Court Press, 2006).

LeAnn Haggard, Ph.D. program in Philosophy, University of Washington
Caryn Johnson, M.A. program in Religious Studies, Andover Theological Seminary
Mark Green, Ph.D. program in Philosophy, SUNY Stony Brook
Christopher Moore, Masters of Social Work, Eastern Washington University
Zachary Hymes, M.A. program in Philosophy, Washington State University
Tami Lucero, MA Teaching Certification in Elementary Education, Whitworth College
Kevin Rowles, Seattle University Law School
Christopher Leslie, California Western School of Law
Jennifer Bridges, Flight Attendant, Horizon Airlines
Jessica Erickson, Applying for Law School
Kyla Richards, Applying for Graduate School
Jason Pique, Applying for Graduate School
Don Puhlman, US State Department
Valerie Nelson, Legislative Staff, US Senate
Jennifer Stanberry, Army Officer Candidate School
Amy Lee, EMT King/Snohomish County and graduate studies CWU
Niki Abraham, Early Education Teacher, Headstart Program, Kittitas County
Patrick Coffey, Registrar Assistant, CWU
Christine Himlie, Master’s Program in Religion and Psychology, Andover Newton Theological College
Bryan Davenport, Master’s of Divinity Program, Talbot School of Theology

Prior to 2006-07, the department only made informal, individual, and ad hoc efforts to assist students in career placement, through the usual activities of advising, encouraging and supervising internships or other related experiences, writing letters of recommendation, etc. However, in response to Program Review and in particular, the results of five years of Senior Exit Surveys from the Senior Assessment course -  in which students expressed that the department was not doing enough, and specifically requested greater support -  in 2006-07 the Department initiated an annual “Major/Career Fair” day during Winter Term. With the assistance of staff from Career Services, the Department Chair and Faculty as well as Career Services staff, discuss the nature of the major, what students should do while in the program to prepare for life after it, internship opportunities, study abroad, graduate school strategies, etc. We hope to coordinate this more fully with Career and Major Fairs put on by Career Services in the future.
Jan. 08

(January 2008)
• Part of every section of PSY 489, Senior Assessment, is a review of professional and graduate education opportunities in psychology and a career plan presentation by each student. Our faculty members make regular presentations to Psi Chi/Psychology Club, our student organization, about applying to graduate programs and getting your first job. Our department web site includes a career guide for psychology students, at http://www.cwu.edu/~psych/Psych%20Major%20Career%20Guide.pdf

• Our graduate programs in mental health counseling, school counseling, and school psychology all include a proseminar that introduces students to their profession, strong professional identity reminders throughout the program, and a professional internship that results in a job offer in most cases. A new applied experimental psychology internship course and applied behavior analysis track should result in similar career orientation for our graduate students in experimental psychology.

• Our coordination with university placement services is minimal.

QUESTION: StudentsH1