Newspaper Page Text
DECEMBER 3, 1971
Placement Program Studied
By l lnterested Students'
A group of interested students
has completed a study of the
present post-graduate em
ployment program. To un
derstand the situation they were
given an account by Tracy
Stallings Dean of Student Affairs,
of exactly how the job placement
service should be carried out.
The program, according to
Stallings, should notify em
ployers of potential students,
keep in touch with students and
faculty, arrange for students to
contact employers, council
students on employment
programs, follow up on jobs, and
give an evaluation of placement
program to the Student Affairs
office.
Following this criteria, they
were given a personal interview
with Ken Wilkerson, director of
job placement. Wilkerson, ap
pointed director as of September
1, also assumes his previous job
of student counselor.
COMMUNICATION
They observed how the
program has fulfilled or failed
these objectives and witnessed a
drastic lack of communication in
three areas.
Firstly, they say that the
communication between the
faculty and the job placement
program is very poor. Interviews
with various members of the
faculty and department heads
revealed that many have not
even been aware of such a
program. Some teachers do,
however, act independently to
secure jobs for students through
personal contacts.
UNAWARE
Ken Wilkerson has expressed
gratitude for the participation
and advice of faculty members,
but he says he finds it “hard to
believe” that some faculty are
completely unaware of the
program
A second problem, concluded
the student investigators, is that
many students are unaware of
the present and function of the
job placement program.
Another weakness found in the
placement office’s services is a
lack of communication with
employers. West Georgia has
correspondences with ap
proximately sixty-four different
firms, but the great majority of
these have only two to five
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openings. There is also a lack of
correspondence with out-of-state
companies. Furthermore,
correspondence is usually by
mail and sometimes by phone
instead of on a personal basis.
The student group believes that
the placement office should more
thoroughly investigate the results
of job interviews. No records are
kept to show the results of the
personal interviews. The usual
procedure is for the placement
office to send out questionnaires
to the various companies asking
how many students got the job
they were seeking. These are
seldom returned, so presently
there are no statistics on the
number of graduates getting a
job.
DIFFERENCES
Realizing that there are many
educational differences between
Carroll Tech and West Georgia,
the students feel that the college
has much to gain by observing
the success of Carroll Tech’s
placement program. Wendell
Hoomes, director of the program
at Carroll Tech, gave them a
candid look at their present
program, which he describes as
being very systematic but simple
at the same time.
Hoomes keeps a thorough list of
potential employers. The whole
program is done on an individual
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basis, and he sets up tours or
interviews “whatever it takes to
get the job.” They set aside one
day, ‘Tech Day,” when the
employers come to the school and
interview the students. At all
times the employers are welcome
at the school, according to
Hoomes. The program is suc
cessful, he says because there is
tremendous coordination be
tween the department heads and
the director of the job placement
program.
INADEQUATE
Summarizing the problem,
the students said that West Ga.
must “face the facts:” the
system at present is inadequate
for the majority of students. If
given the opportunity, they feel,
the faculty would be willing to aid
and support job placement on a
larger scale.
They urge that the West
Georgian publish weekly a list of
companies recruiting, the time of
interviews, and various job
openings.
Finally, they urge greater
communication between West
Georgia’s placement office and
different employers. With
greater correspondence, they
feel that more employers would
be attracted to West Georgia
students.
Teacher Aid Set
For Winter Qtr.
The Department of Teacher
Education is finalizing plans for
the Teacher Aid Project for
winter quarter. Sophomores
majoring in elementary
education, early childhood
education, and special education
are eligible to participate in the
program.
Students work in a public
school classroom under the
supervision of a certified teacher
for three hours each morning.
They serve in the capacity of
teacher aides working with
individuals and small groups of
children, keeping records,
preparing instructional
materials, etc. Participants in
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PAGE NINE
the project return to campus in
the afternoons for Psychology 301
and Education 201.
The program, says the
education department, will
enable students to make many
decisions about their vocational
choice: whether or not they
really want to teach, the grade
level they prefer, and whether
they want to go into special
education. Past participants also
feel they have learned about
education “first hand.”
Interested students should call
Phyllis Fountain, 834-4411 (ext.
501) or see her at her office in the
Education center to discuss the
program.