Coplin has been saving students from the damage done by the bait and switch business model of the liberal arts programs for fifty years. The bait promises career preparation and the switch is to teach undergraduates how to be scholars. He demonstrates how the Kingdom of Liberals Arts programs are based on an elitist attitude that is harmful to most undergraduates who value career preparation over love of learning. This elitism leads to increased anxiety for college students and a college completion rate lower than the worst high schools in the U.S. He shows how the elitism does not serve equity and inclusion but does the opposite. He demonstrates that the harm is not just confined to undergraduate education but to many socio-economic conditions in American society. The Kingdom has contributed to a K-12 education system that sends too many students to college and prevents the resources needed for careers without a college education. It shares some of the blame for the lack of skill and semi-skilled labor in this country. Coplin ends on a positive note by showing that some progress in transforming the Kingdom to an institution that serves its undergraduates has occurred but much more needs to be done. He suggests three most important structural changes need to quicken the pace of change and contribute to, rather than prevent, equity and inclusion.

Coplin has been saving students from the damage done by the bait and switch business model of the liberal arts programs for fifty years. The bait promises career preparation and the switch is to teach undergraduates how to be scholars. He demonstrates how the Kingdom of Liberals Arts programs are based on an elitist attitude that is harmful to most undergraduates who value career preparation over love of learning. This elitism leads to increased anxiety for college students and a college completion rate lower than the worst high schools in the U.S. He shows how the elitism does not serve equity and inclusion but does the opposite. He demonstrates that the harm is not just confined to undergraduate education but to many socio-economic conditions in American society. The Kingdom has contributed to a K-12 education system that sends too many students to college and prevents the resources needed for careers without a college education. It shares some of the blame for the lack of skill and semi-skilled labor in this country. Coplin ends on a positive note by showing that some progress in transforming the Kingdom to an institution that serves its undergraduates has occurred but much more needs to be done. He suggests three most important structural changes need to quicken the pace of change and contribute to, rather than prevent, equity and inclusion.

Coplin uses his 50+ years of undergraduate teaching experience to present a series of roles, strategies and tactics to help professors prepare undergraduates for life after college. Through his courses and a highly successful undergraduate program, which he designed in the 1970s and still leads, Policy Studies, he has developed ways to increase student engagement and prepare them for careers and citizenship. He has students and alumni that number in the thousands over two generations who attribute their success to Coplin's approach to teaching. You can check out his website, where more than 96 unsolicited testimonials from successful alumni who are now doing well and doing good are listed. This book is a self-help manual so that undergraduate professors in all fields can test out his suggestions ideas for themselves. College professors will be much happier because their actions will meet the needs of their students and society.

In this completely revised edition, Bill Coplin continues to prepare the next generation of leaders to bring their hearts and minds to solving the many problems that we face in the twenty-first century. The book teaches students the essential components for public policy analysis; how to get information from published sources and individuals; how to survey stakeholders; formulate public policy; examine costs and benefits of a policy; develop political strategies; write a briefing paper; among other skills.

Coplin uses his 50+ years of undergraduate teaching experience to present a series of roles, strategies and tactics to help professors prepare undergraduates for life after college. Through his courses and a highly successful undergraduate program, which he designed in the 1970s and still leads, Policy Studies, he has developed ways to increase student engagement and prepare them for careers and citizenship. He has students and alumni that number in the thousands over two generations who attribute their success to Coplin's approach to teaching. You can check out his website, where more than 96 unsolicited testimonials from successful alumni who are now doing well and doing good are listed. This book is a self-help manual so that undergraduate professors in all fields can test out his suggestions ideas for themselves. College professors will be much happier because their actions will meet the needs of their students and society.

A handy, straightforward guide that teaches students how to acquire marketable job skills and real-world know-how before they graduate--revised and updated for today's economic and academic landscapes.
Award-winning college professor and adviser Bill Coplin lays down the essential skills students need to survive and succeed in today's job market, based on his extensive interviews with employers, recruiters, HR specialists, and employed college grads. Going beyond test scores and GPAs, Coplin teaches students how to maximize their college experience by focusing on ten crucial skill groups: Work Ethic, Physical Performance, Speaking, Writing, Teamwork, Influencing People, Research, Number Crunching, Critical Thinking, and Problem Solving." 10 Things Employers Want You to Learn in College" gives students the tools they need to prepare during their undergraduate years to impress potential employers, land a higher-paying job, and start on the road to career security and satisfaction.