High aspiration hourly workers as potential entry-level professional employees

Emil J. Posavac; Dennis E. Dew; R. Scott Tindale; Bernard L. Dugoni; Susan Sheffey; Matthew S. Koch

doi:10.1007/bf02359294

High aspiration hourly workers as potential entry-level professional employees

Journal of Career Development ◽

10.1007/bf02359294 ◽

1996 ◽

Vol 23 (2) ◽

pp. 151-165 ◽

Cited By ~ 1

Author(s):

Emil J. Posavac ◽

Dennis E. Dew ◽

R. Scott Tindale ◽

Bernard L. Dugoni ◽

Susan Sheffey ◽

...

Keyword(s):

Entry Level ◽

Professional Employees ◽

Hourly Workers ◽

High Aspiration

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High Aspiration Hourly Workers as Potential Entry-Level Professional Employees

Journal of Career Development ◽

10.1177/089484539602300205 ◽

1996 ◽

Vol 23 (2) ◽

pp. 151-165 ◽

Cited By ~ 1

Author(s):

Emil J. Posavac ◽

Dennis E. Dew ◽

R. Scott Tindale ◽

Bernard L. Dugoni ◽

Susan Sheffey ◽

...

Keyword(s):

Entry Level ◽

Professional Employees ◽

Hourly Workers ◽

High Aspiration

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Current Hiring Practices of Campus Recreation Directors of NIRSA Institutions

Recreational Sports Journal ◽

10.1123/rsj.30.2.100 ◽

2006 ◽

Vol 30 (2) ◽

pp. 100-115 ◽

Cited By ~ 2

Author(s):

William F. Stier ◽

Robert C. Schneider ◽

Stephen Kampf ◽

Gregory Wilding ◽

Scott Haines

Keyword(s):

Hiring Practices ◽

Professional Organizations ◽

Campus Recreation ◽

Job Descriptions ◽

Public And Private ◽

Graduate Assistants ◽

Entry Level ◽

Policies And Procedures ◽

Recreation Directors ◽

Professional Employees

A survey of all National Intramural-Recreational Sports Association (NIRSA) campus recreation directors was conducted to determine the hiring practices, policies, and procedures relating to professional employees, graduate assistants, and student employees in campus recreation programs throughout North America. The survey instrument, in its final form, addressed hiring practices, policies, and procedures of campus recreation directors through 28 questions relating to the following areas: (a) search and screen committees, (b) job descriptions, (c) advertisement and announcement of vacancies, (d) applications, (e) references, (f) interviews, and (g) impact/involvement of national professional organizations in the hiring process. Selected data is presented in terms of (a) entry level position (coordinator) or for mid-level positions, (b) size of institutions (small, medium, and large), (c) rural, urban, and suburban locations, and (d) public and private institutions.

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A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

Perspectives on Speech Science and Orofacial Disorders ◽

10.1044/ssod24.1.21 ◽

2014 ◽

Vol 24 (1) ◽

pp. 21-26

Author(s):

Helen M. Sharp ◽

Mary O'Gara

Keyword(s):

Learning Outcomes ◽

Training Programs ◽

Graduate Training ◽

Graduate Programs ◽

Core Knowledge ◽

Speech Language Pathology ◽

Entry Level ◽

The Public ◽

Language Pathology ◽

Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

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