• Developing cooperative learning skills through working with a group, especially an interdisciplinary group.
• Developing competency in oral communication (presentation, small-group communication, organizational communication, etc.).
• Giving students exposure to and understanding of a multicultural environment.
• Giving students exposure to international experiences.
• Giving students an opportunity to contribute to solution of community problems.
• Giving students an opportunity to experience technology as it is applied in the workplace and to assess its effects on individuals, society and the environment.

• The practicum will be clearly related to the major. It may either be related to the student's intended career (including anticipated graduate or professional school) or be practical applications of the intellectual skills upon which the major program is based. Another way of looking at this criterion is to say that the experience will help further the student's career by demonstrating special competence and experience to potential employers or graduate or professional school admissions committees.
• The practicum will involve significant written work which integrates the practicum experience with the academic discipline (a journal, interim reports, and a final report, etc.)
• The practicum will carry a minimum of three hours of academic credit within the major, additional credit may be required by the department involved. The experience will be coordinated by faculty, who will approve the structure of the experience, evaluate written work, and assign the final grade.
• While class meetings can be used to coordinate activities, the practicum experience shall not be incorporated into a traditional class structure. Location of the practicum experience may be either off campus or on campus.

Dear [Name of Employer]:

This reference letter is provided at the written request of [name of student], who has asked me to serve as a reference on [his/her] behalf. It is my understanding that [name of student] is being considered by your organization for the position of [job title]. Please be advised that the information contained in this letter is confidential and should be treated as such. The information should not be disclosed to [name of student, if student has waived access] or anyone in your organization who would not be involved in the hiring decision regarding this individual. Additionally, the information should not be disclosed to anyone outside of your organization without the consent of the student.

I have known [name of student] for the past [number of months, semesters, years] as [he/she] has taken the following courses which I teach: [list courses, give brief description of content of course]. As [his/her] professor, I have had an opportunity to observe the student's participation and interaction in class, and to evaluate the student's knowledge of the subject matter. I would rate the student's overall performance in these subjects as average. This is evidenced by [his/her] grades-[state the grades].

[One or two specific examples of the student's performance may be appropriate.] As part of [his/her] grade in [name of course], the student was required to prepare a paper. The paper was designed to measure the student's ability to research, to analyze the results of the research, and to write. [Discuss how the paper submitted by the student indicated to you the student's skills in these areas.] Based upon this, I rate the student's skills as competent, but not excelling.

The one area in which the student performed above average was in oral communications. [Give specific example to support this.]

Based upon the student's academic performance and my understanding of the position for which the student is applying, I believe the student would perform (place overall evaluation here).

If you would like to discuss this further, please feel free to contact me.

Sincerely,

[Name]

[Title]

[Affiliation]

Courtesy of the National Association of Colleges and Employers

If the career center or faculty prescreen candidates, they are, in effect, acting as an employment agency, and the relevant laws that apply to an agency would apply to the career center or faculty member.

Although federal anti-discrimination provisions typically apply only to "employers," many states have adopted similar provisions that encompass individual employees and third parties. These state law provisions often make it unlawful for any individual or entity to "aid or abet" discriminatory employment practices. Additionally, educational institutions that accept federal funding may run afoul of Title VI of the Civil Rights Act of 1964, as amended, and/or the Equal Protection Clause by implementing or endorsing discriminatory prescreening practices.

Once career services staff or a faculty member participate in the selection process, they may have to justify the criteria upon which the screening was based, just like an employer or an employment agency. Problems occur when the criteria are facially discriminatory or have a discriminatory impact, such as when a career services office is asked to refer only minority students or a faculty member is asked to refer just female candidates. A career services staff member or faculty member could not defend the action by saying the employer "told me to do it."

The less directly involved the career services staff and faculty are in making choices for employers, the less likely the staff and educational institution will become embroiled in administrative claims and litigation if a student believes that he or she was discriminated against as a result of not being selected to interview.

by Edward Easterly, Esq., Norris, McLaughlin, & Marcus, Reprinted from the August 29, 2012, Spotlight