Alphabetical catalog of Harvard College graduates through 1767, 1767

This hard-bound manuscript catalog alphabetically lists the men who graduated from Harvard College between 1642 and 1767. It is believed to be the first such list compiled. Entries contain each graduate's surname (in English), given name (in Latin), year of graduation, and occasional additional information. Francis Foxcroft (A.B. 1712) compiled the catalog. Entries for those who graduated between 1764 and 1767 have been added at the end of each alphabetical section.

Aiken Technical College Graduates from July 1, 2012 - June 30, 2013 Placement Rates

This breaks down the Aiken Technical College graduate placement rates from July 1, 2012 to June 30, 2013 by academic program, number of graduates in each program and the percentage of that number who either found employment or transferred to another institution.

Attracting quality graduates to the federal government : a view of college recruiting : a report to the President and the Congress of the United States /

Mode of access: Internet.

Preparing students for the transition from college to work /

The purpose of this study was to examine the perceived preparedness of college students for the transition from college to full-time employment. The study was concerned with the interest and rationale behind developing a required Exit Course for college students in order to improve the college to work transition. As well, possible content of an Exit Course was evaluated. The importance of addressing college to work transitions is highlighted by two phenomena. First, there are specific employability skills that employers in Canada are seeking in newly hired employees. Second, the provincial government in Ontario is determining college funding based on graduate employment statistics which are measured by graduate satisfaction, graduate employment, and employer satisfaction. The research concentrated on the following stakeholders involved in the transition from college to work: (a) current students, (b) recent graduates, (c) support staff who assist students in college to work transition (Career Educators), and (d) employers. Through qualitative research, including focus groups and interviews, these stakeholder groups participated in the research to determine if the Exit Course was a viable solution to facilitate the transition from college to work. Focus groups were conducted with current students, while one-on-one, semi-structured interviews were conducted with recent graduates, Career Educators, and employers. Common themes elicited from the participants included the following: (a) although students were perceived by the participants of this study to be technically prepared for employment, they were perceived to have weak job search skills and unrealistic expectations of the world of work unless they had received the benefits of a Co-operative Education experience; (b) an Exit Course was seen as a viable solution to the issues involved in college to work transition; (c) an Exit Course should be comprised of skills necessary to obtain and succeed in a job and the course should be taught by individuals with extensive qualifications in this area; and (d) there is a need to develop college and business partnerships to ensure that students are connected to employers. Educators within post secondary institutions, specifically colleges, can benefit from the information provided within this study to gain a better understanding of the perceived level of preparedness of students for the transition from college to work. Suggestions with regard to how to improve this transition were made, with specific reference to the addition of an Exit Course as one possible solution.

How do Young People Choose College Majors?

Previous studies on the determinants of the choice of college major have assumed a constant probability of success across majors or a constant earnings stream across majors. Our model disregards these two restrictive assumptions in computing an expected earnings variable to explain the probability that a student will choose a specific major among four choices of concentrations. The construction of an expected earnings variable requires information on the student s perceived probability of success, the predicted earnings of graduates in all majors and the student s expected earnings if he (she) fails to complete a college program. Using data from the National Longitudinal Survey of Youth, we evaluate the chances of success in all majors for all the individuals in the sample. Second, the individuals' predicted earnings of graduates in all majors are obtained using Rumberger and Thomas's (1993) regression estimates from a 1987 Survey of Recent College Graduates. Third, we obtain idiosyncratic estimates of earnings alternative of not attending college or by dropping out with a condition derived from our college major decision-making model applied to our sample of college students. Finally, with a mixed multinominal logit model, we explain the individuals' choice of a major. The results of the paper show that the expected earnings variable is essential in the choice of a college major. There are, however, significant differences in the impact of expected earnings by gender and race.

Light and shadows on college athletes : college transcripts and labor market history /

"OR91-504"--P. [4] of cover.

One year after commencement; an interim report on the 1961-62 graduate school enrollment and the future career plans of the 1961 college graduating class,

Mode of access: Internet.

A study of fall 1980 Illinois community college freshmen earning baccalaureate degrees from Illinois public universities (1980-1988).

Cover title.

User's handbook for phase I-FY1979 : ICCB statewide follow-up survey of FY1978 occupational program graduates.

The ICCB statewide follow-up survey of FY1978 occupational program graduates (to be conducted during January and February, 1979) is the first phase of a three-phase ICCB statewide occupational student follow-up study.

Graduates of higher education in the food and agricultural sciences : an analysis of supply/demand relationships /

Issued July 1980.

Will small business become the nation's leading employer of graduates with bachelor's degrees in science and engineering? /

Mode of access: Internet.

History of the dental college of the University of Michigan /

Endnote on p. 25-26 (reference from p. 3): description of the bill to appropriate state funds for the establishment of the dental college at the University of Michigan.

Beyond signaling and human capital: Education and the revelation of ability

We provide evidence that college graduation plays a direct role in revealing ability to the labor market. Using the NLSY79, our results suggest that ability is observed nearly perfectly for college graduates, but is revealed to the labor market more gradually for high school graduates. Consequently, from the beginning of their careers, college graduates are paid in accordance with their own ability, while the wages of high school graduates are initially unrelated to their own ability. This view of ability revelation in the labor market has considerable power in explaining racial differences in wages, education, and returns to ability.

Canadian Federation of University Women--St. Catharines fonds, 1921-2013

The University Women’s Club of St. Catharines was founded in 1921, two years after the formation of its national affiliate, the Canadian Federation of University Women. Membership was limited to women with university degrees. In early 2000 the constitution was expanded to include professions that now require university or college degrees. Associate members (non-voting) and student members were also accepted in 2007 by our local club. The purposes of the club are to assist in maintaining high standards of education in Canada, to stimulate members’ interest and participation in public affairs, to provide an opportunity for collective action, and to facilitate intellectual and social pursuits among members. The club takes an active interest in the status of women, provides scholarships at the university and high school levels, encourages reading in the formative years, makes charitable donations to support women and children’s services. In 1988 our club changed its name to Canadian Federation of University Women – St. Catharines at the direction of the National Office of CFUW.