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I.
20 Common
Campus Jobs
According to a survey of
colleges across the country,
these are campus jobs fre
quently held by students:
accompanist
bookkeeping clerk
campus tour leader
cashier
darkroom technician
dormitory receptionist
1 food-service worker
1 grader
» library assistant
» lifeguard
» mail clerk
> maintenance worker
► model for art classes
• photographer
• research assistant
• residential adviser
• switchboard operator
• teaching assistant
• tutor
• typist
The Duke Labor Pool
When the last touchdown
has been scored and the fans
have gone home, who cleans
up the football stadium?
At Duke University, mem
bers of the Student Labor
Pool do. On Sunday morn
ings, these students gather
at the field to begin this 10-
hour task. The labor pool,
open to all Duke students,
offers participants the chance
to work part time—while set
ting their own hours—to earn
Co-ops and Internships:
Experience Is the Best Teacher
If you need money, but punch
ing in at the local fast-food
palace isn’t your idea of a
well-rounded education, you
might look into an internship
or cooperative-education pro
gram.
Internships and co-ops are
similar: Both provide insights
into the realities of day-to-
day work in your field, and
may lead to full-time jobs
after graduation. But there
are differences.
Co-ops generally involve
formal programs which al
ternate terms of classroom
study with terms of full-time,
paid work for an outside em
ployer. Students usually re
ceive credit for their work.
Internships, on the other hand,
may be paid or voluntary,
and do not automatically pro
vide college credit. In many
cases, locating an internship
opportunity is up to you.
More than 200,000students
participate in co-op programs
each year. Because of their
growing popularity with stu
dents and employers alike,
about 1,000 schools now offer
programs in a variety of
fields, ranging from art and
architecture to engineering,
business, and journalism.
Co-op salaries vary as well.
Latest figures show that stu
dents in fields like business
and engineering pull down
the highest pay, averaging
$165 to $215 a week. Students
in other majors can earn as
pocket money or needed tu
ition funds.
Students can work from 20
hours a week to as little as 10
hours a month at such jobs
as raking leaves, serving at
banquets, washing windows,
and running concession
stands. The labor pool, which
pays $2.90 an hour for gen
eral labor, is run with the
cooperation of the university
physical plant and the local
union.
much as $180 a week, al
though some work for the
minimum wage.
Like co opers, interns get
practical, on-the-job experi
ence. Recognizing the value
of student employees, an in
creasing number of public-
service organizations, gov
ernment agencies, and pri
vate businesses are making
internships available to un
dergraduates, graduate stu
dents, and recent grads. Al
though many established in
ternships are government-
related and clustered in the
Washington, I).C. area, a
student with a good academic
record and a little initiative
should not have a problem
setting up his or her own
program.
For more information, write:
• National Commission for
Cooperative Education, 360
Huntington Ave., Boston,
Mass. 02115. The commission
publishes an Undergraduate
Programs Directory and a
Graduate Programs Direc
tory, both of which are free.
• Directory of Undergradu
ate Internship Programs, Na
tional Center for Public Serv
ice Internship Programs, Suite
601, 1735 Eye St. N.W., Wash
ington, D.C. 20006, $7.
• National Directory of Sum
mer Internship Programs,
Career Planning Office, Ha-
verford College, Haverford,
Pa. 19041, $8.50.
Employer-Paid Tuition
If you can’t afford the cost of your education, perhaps you
can persuade your boss to foot the bill.
Prompted by the Revenue Act of 1978, which allows tax
write-offs for employees' school costs, an increasing number
of employers are paying all or part of their employees’
tuition. At Seattle University, over half the students in the
M.B.A. program have employer-paid tuition, averaging
$5,700 per student.
"It’s another type of incentive besides a salary increase or
bonus,” explains Chauncey Burke, admissions and place
ment counselor at the Seattle business school. "It also gives
students a chance to develop additional skills that will
make them more valuable employees. ”
Margin-to-Margin Profits
There once was a student
who couldn’t type. Knowing
there were others like him,
he opened up a campus typing
service. He didn’t learn how
to type, but he learned a lot
about business. He also made
a lot of money.
Derek Lennon, a senior at
Northwestern, started Non-
nel’s Typists and Secretarial
Services a year and a half
ago because he needed money
for tuition and room and
board. He began the service
from his dorm room, hiring
university secretaries to do
the typing.
After several months, he
proceeds to set up an office
close to campus. By the end
of the first year, he’d made
the cost of his tuition and
more, and had enough orders
for term papers and resumes
to support three full-time
typists and a backup crew of
part-timers during the end-
of-semester rush.
Owning his own business
has taught him lessons he
never could have learned in
the classroom, says I^ennon,
a history and communica
tions major. “My way of be
ing graded is seeing how
much money I make or lose,”
he adds.
INSIDER 15