Relevant bibliographies by topics / Harvard University. Student Employment Office

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Academic literature on the topic 'Harvard University. Student Employment Office'

Author: Grafiati
Published: 27 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "Harvard University. Student Employment Office"

1

Foley, Dennis. "Perspectives on Effective Student Support for Indigenous Students in a Tertiary Institution." Australian Journal of Indigenous Education 24, no. 2 (1996): 53–55. http://dx.doi.org/10.1017/s1326011100002477.

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In 1994 I was employed as a consultant in the Office of HRM working on a DEET (Department of Employment Education and Training) funded project in the compilation of an Indigenous employment strategy which resulted in the development of the university ‘Recruitment and Career Development Strategy for Indigenous Australians’.
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2

Bengtsson, Lyndsey. "Client Newsletters within Clinical Legal Education and Their Value to the Student Participants." International Journal of Clinical Legal Education 27, no. 2 (June 30, 2020): 103–34. http://dx.doi.org/10.19164/ijcle.v27i2.961.

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The employment law client newsletter project (the Project) runs during each academic year within the Student Law Office (SLO) at Northumbria University. Under the supervision of their clinical supervisor the students research and design a newsletter for distribution to HR professionals employed by an external organisation. The students participate in the Project alongside their live client work. The aim of the Project is to enrich the students’ clinical experience and develop their skills whilst at the same time update and educate the client recipient. Through a pilot study the value of participating in the Project is explored. The findings of the study suggest that the students develop their professional skills from a different perspective, increase their employment law knowledge, gain the commercial awareness of the importance of a well drafted newsletter in practice, and really value the experience.Key Words: Client Newsletter, Employment Law Updates, Clinical Legal Education, Legal Education
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3

Shuyler, Kristen. "“Make it more fun”: Residence life employees' insights on hosting and advertising outreach programs for undergraduate students." Journal of Library Outreach and Engagement 2, no. 1 (July 12, 2022): 82–96. http://dx.doi.org/10.21900/j.jloe.v2i1.874.

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What can library workers learn about student-centered programming and outreach from student employees who design, advertise, and lead programs for college students as part of their employment in a student housing or residence life department? This study draws on cognitive work analysis to understand how employees of the Office of Residence Life (ORL) at a public research university host outreach programs for students. Fourteen interviews were conducted and analyzed to ascertain the definition and purpose of RA-led programming, challenges in this work, and strategies for overcoming challenges. Findings indicate that as these student employees do their programming work, they build community while meeting ORL’s requirements, assess students’ needs, design relevant or fun programs, and advertise programs in multiple ways. This study offers recommendations for program planners in libraries and extends the literature on co-curricular programming, offering detail from student employees’ perspectives.
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4

Malaney, Gary D., and Quint Thurman. "Student Opinions regarding the Mandatory Use and Ownership of Personal Computers." Journal of Educational Technology Systems 17, no. 4 (June 1989): 297–306. http://dx.doi.org/10.2190/dyrc-e26c-tde7-3l6j.

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Several institutions of higher education recently have adopted policies requiring students to take computer courses and/or own personal computers. Typically, these decisions have been made by faculty and administrators without input from students. The purpose of this study was to analyze student opinion regarding such policies. To this end, the Student Affairs Research and Evaluation Office at the University of Massachusetts at Amherst conducted a telephone survey of a random sample of 308 undergraduates. The results show that students generally favor mandatory computer instruction but not mandatory computer ownership. Subsequent regression analyses of these data indicate that whether or not computer proficiency is seen as a salient skill for future employment is a key explanatory variable that determines support for either computer policy.
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5

Biringan, Julien, and Maxi Ventje Keintjem. "Analysis of Student Satisfaction on Service Performance of Education Personnel at the Faculty of Social Sciences, Manado State University." SHS Web of Conferences 149 (2022): 01056. http://dx.doi.org/10.1051/shsconf/202214901056.

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The purpose of this study was to determine the level of student satisfaction who received the services of education personnel at FIS Unima in the fields of student affairs, academics, general affairs, and finance/employment. For processing and analyzing data in this study, two approaches were used, namely,the quantitative approach, which a descriptive approach to describe the data is obtained by researchers in the field. The point is that before the data is interpreted qualitatively, it is presented in the form of percentage tables, then the existing data will be analyzed qualitatively with descriptive statistical analysis, total sampling of all employees in FIS, and student samples taken randomly stratified. The results of the study indicate that students show very high satisfaction with the services provided, where employees work to show real performance in providing services, discipline in entering the office and doing work, perseverance in work, commitment to decisions, and fairness in providing services to students by not discriminating attitudes and behaviors.
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6

Schamberger, Kerem. "tripleC-Interview with Kerem Schamberger about Occupational Bans, Left-Wing Communication Studies and Critique of German Academia." tripleC: Communication, Capitalism & Critique. Open Access Journal for a Global Sustainable Information Society 15, no. 1 (January 27, 2017): 82–90. http://dx.doi.org/10.31269/triplec.v15i1.840.

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Kerem Schamberger is a doctoral student at the Ludwig Maximilian University of Munich’s Department of Communication Studies and Media Research. He is also a left-wing activist and member of the German Communist Party (DKP). In the course of his appointment, the Bavarian Office for the Protection of the Constitution (Verfassungsschutz), based on Bavarian legislation, assessed whether Kerem should be considered as being a threat to the constitution and whether he should be denied employment. In German media sociology, there was a comparable case in the 1970s when an occupational ban was carried out against Horst Holzer. tripleC interviewed Kerem and asked him to explain the background in more detail. Christian Fuchs and Thomas Allmer conducted the interview in German and translated it into English.
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7

Maccabe, Rebecca. "A whole provider approach to widening participation: a phenomenographic case study exploring the perceptions and experiences of staff and students working in a widening participation role." Widening Participation and Lifelong Learning 23, no. 1 (June 1, 2021): 5–30. http://dx.doi.org/10.5456/wpll.23.1.5.

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The marketisation of higher education (HE) has resulted in an increasingly diverse student population and a need for providers to support students from underrepresented groups to access, succeed in and progress from HE. Embedding widening participation (WP) can pose a challenge to HE providers as it is not only about access, but also about offering support throughout the student cycle to graduate employment or further study. This phenomenographic study explores how a whole provider approach to WP is understood, created and sustained to improve equality of opportunity for underrepresented groups. Twelve semi-structured interviews were conducted with staff and students involved in the design and delivery of WP initiatives at Kingston University, the institution in which this study took place. A phenomenographic approach to design and analysis was applied. The Office for Students (OfS) encourage providers to outline a whole provider approach within their access and participation plans (APPs) and this paper seeks to contribute to an understanding of this approach in practice. The results of this study revealed that improved channels of communication are needed to increase staff and student awareness of, engagement in and learning from WP practices to achieve a holistic approach.
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8

Sholikah, Mar'atus, Muhyadi Muhyadi, Setyabudi Indartono, Olzhas B. Kenzhaliyev, and Gulzhaina K. Kassymova. "Self-Efficacy and Student Achievement for Enhancing Career Readiness: The Mediation of Career Maturity." Jurnal Pendidikan Teknologi dan Kejuruan 27, no. 1 (April 14, 2021): 15–25. http://dx.doi.org/10.21831/jptk.v27i1.35657.

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Increasingly dynamic and volatile employment trends and the rapid development of the globalization era resulted in the transformation of the world of work to be faster, diverse and challenging to predict. Therefore, individuals are encouraged to have a flexible attitude to adapt and work according to their current career development. The purpose of this study was to determine the effect of self-efficacy and academic achievement on career readiness outside the profession through career maturity as a mediator. The survey method with a quantitative approach was applied in this study using a sample of 80 students. This study selected the sample based on purposive sampling on all Office Administration students of the State University of Semarang. Data analysis performed using Smart PLS 3.0. This study tested the proposed model through two aspects: measurement and structural models. This study found that self-efficacy and career maturity positively and significantly affected career readiness outside the profession. Academic achievement, in this case, also affects career readiness, but not considerably. The role of career maturity as mediation has an effect on self-efficacy on career readiness partially. Thus, it can conclude that self-efficacy influences career readiness. These findings make an essential contribution for lecturers and institutions to pay more attention to student career readiness so that their opportunities as university graduates to be accepted into the world of work can run smoothly.
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9

Retallick, John, Doug Hill, and Colin Boylan. "Workplace Learning and the use of Curriculum Statements and Profiles by Teachers of Educationally Disadvantaged Students." Australian and International Journal of Rural Education 5, no. 1 (March 1, 1995): 25–33. http://dx.doi.org/10.47381/aijre.v5i1.393.

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The development of Australian National Curriculum Statements and Profiles has significant implications for teacher professional development at the present time. In March 1994, the Commonwealth Department of Employment, Education and Training (D.E.E.T.) initiated the National Professional Development Program (NPDP) with an element for teachers of educationally disadvantaged students. In this element submissions were sought to implement the National Curriculum Statements and use student Profiles as a means of improving learning outcomes of students effected by some form of educational disadvantage. This issue has particular significance for rural schools because one of their main concerns is accessing relevant and meaningful professional development which is cost effective in terms of travel and time out of school. In this context, the Centre for Professional Development in Education at Charles Sturt University (CSU) was awarded an NPDP grant to trial a particular approach to professional development with schools in the Riverina region of the New South Wales Department of School Education and the Canberra-Goulburn Archdiocese Catholic Education Office. The approach known as 'workplace learning' was thought to have benefits for rural schools in addressing the problems of travel and cost of teacher release.
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10

Tweedie, Ann. "Rediscovering Anthropology: An Internship with the National Park Service." Practicing Anthropology 20, no. 4 (September 1, 1998): 16–20. http://dx.doi.org/10.17730/praa.20.4.h54642654120h4w5.

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My initial experience with applied anthropology began in cyber-space. In the fall of 1994, I was considering a leave from my doctoral program in cultural anthropology at Harvard University and was searching for employment in which I could test the practicality of my anthropological skills. My most marketable professional experience at that time was several months involvement in implementing the Native American Graves Protection and Repatriation Act (NAGPRA) at Harvard's Peabody Museum of Archaeology and Ethnology. In response to an inquiry I posted on an anthropology listserve, Rebecca Joseph, an ethnographer with the National Park Service (NPS), contacted me about assisting her for a year in an internship capacity. At the time, she was responsible for overseeing NAGPRA implementation in the NPS New England Cluster in addition to her regular duties as manager of the regional Applied Ethnography Program. The impetus for the position was a pending NAGPRA compliance deadline (November 1995) that required inventorying Native American human remains in park collections and research on potentially affiliated tribal groups. I would also have an opportunity to help her in other capacities when NAGPRA duties were minimal or the deadline had passed. The internship was economically feasible for me since it provided a comfortable salary, reimbursement for workrelated travel, and funds to cover medical expenses in lieu of benefits. I started working full time in February of 1995 and was based out of the central NPS office in Boston, where I had daily contact with agency professionals and exposure to a variety of projects and departments. This arrangement proved to be personally invaluable in gaining a broad understanding of how federal policies affect local-level issues.
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Books on the topic "Harvard University. Student Employment Office"

1

Harvard University. Graduate School of Education. Office of Student Affairs. Harvard Graduate School of Education Office of Student Affairs. [Cambridge, Mass: Harvard Graduate School of Education, 2009.

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2

Harvard University. Professional development begins today: A guide to services for GSAS students. Cambridge, Mass: Harvard University, 2001.

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Book chapters on the topic "Harvard University. Student Employment Office"

1

Keller, Morton, and Phyllis Keller. "The College." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0007.

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At the heart of Harvard lay the College. Half of the University’s students were there, as was most of the history that fueled the Harvard mystique. Undergraduate tuition and the contributions of well-heeled College alumni provided much of the income on which the University depended. But the elitist, inbred College culture posed a substantial obstacle to Conant’s goal of a more meritocratic Harvard. Admission was the first step in the student life cycle, and admissions policy went far to set the tone of the College. Eliot did not pay much attention to the matter. But his successor Lowell wanted students who would be a social elite. Catholic students were quite acceptable to him: in comportment and values they passed his entry test for the leadership class. So, too—more doubtfully—did wealthy, assimilated German Jews, though assuredly not their Russian-Jewish brethren. Anne MacDonald, executive secretary of the admissions office since the beginning of the century, was one of those women then (and now) essential to the smooth functioning of Harvard. In a 1934 memorandum to Conant, she explained the workings of her bailiwick. She and her opposite numbers at Yale (a Miss Elliot), Princeton (a Miss Williams), and the College Entrance Examination Board (a Miss McLaughlin) met yearly “to compare notes on all matters concerning admission, and the different ways in which they are treated at the three universities.” Some of her work required special handling: “The interviews with rejected Hebrews or their relatives are particularly precarious, and one needs to be constantly on the alert. . . . For the past ten years, or since the restriction [Harvard’s unofficial Jewish quota] we have been particularly fortunate in settling these cases.” But there were snakes in this admissions Garden of Eden. A substantial portion of each entering class failed to meet the academic standards of the College: 30 to 40 percent of freshmen had unsatisfactory records in the early 1930s. And the student body was too parochial: in 1931 Harvard had the highest portion (40 percent) of students from its home state among the nation’s major colleges.
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2

LaPiana, William P. "Opposition." In Logic And Experience, 132–47. Oxford University PressNew York, NY, 1994. http://dx.doi.org/10.1093/oso/9780195079357.003.0007.

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Abstract Despite the victory in Chicago, the rise to dominance of the Harvard model of legal education was not a triumphal progress. Within the school, debate and dissension went on for decades. Elsewhere, in writings about the training of aspiring lawyers, criticism of Harvard’s methods was constant. This criticism occurred in two phases. In the first phase, impracticality in Harvard’s methods was asserted. The belief that “instruction at (Harvard Law School] was particularly technical and historical, and when completed, necessitated an apprenticeship in some good attorney’s office,” found expression in the founding of Boston University Law School. There teachers familiar with the practice of law offered not only an introduction to the science of law but also training designed to enable students to enter active practice on graduation. Similar concerns surfaced in the debate about the diploma privilege in New York. The Albany Law Journal printed several editorials in the early and mid-1870s advocating legal education that would “familiarize (the student] with the details of practice and the examination of witnesses. “ Theimposition of a clerkship requirement by the court of appeals and its acceptance by Eliot and Langdell went far to answering these objections.
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