Textbooks – Time to Lease Instead of Buy?

One of the most expensive and at times frustrating aspect of the college scene is the biannual semester book purchase. Long lines and big outlays for books that you are afraid to go without yet may use very little make the process a very negative one for students.

If you find the process more than you can stand or the cost prohibitive, then you may want to take a peek at a new concept and a new site, Chegg.com.

Lease, Instead of Purchase
wohnaiLeasing textbooks is exactly as it seems: college students may rent as many hardcopy textbooks as they might need for the upcoming semester or year. By renting books instead of purchasing, students immediately reduce the overall cost burden of this aspect of their education. In some cases, the savings can be as much as 80%, especially if a text is brand new.

Students may also select the needed books online from their own computer and then have them delivered directly to their dorm room or apartment. No waiting in long lines just for the chance to spend gobs of money.

Chegg.com

A Santa Clara, California-based company, Chegg.com is one such marketplace for renting textbooks online. The concept is considered so forward-thinking that the company recently raised $25 million in investment funding from a number of high profile venture-capitalists.

The additional financing will enable the company to pursue an aggressive growth strategy. With the funds, the site will be able to provide enhanced services including the expansion of its textbook rental catalog.

Adding to the Chegg process, students may also purchase texts from the online site. Students will also know at the time of purchase what they can expect for a possible cash return should they decide they do not want to keep the text.

Support for the Environment
The company, founded in 2005, understands the concept is a green issue as well. Clearly, over time the number of books being produced and wasting away on shelves will be reduced saving countless resources.

At the same time, to reinforce an environmental message, Chegg plants one tree for every textbook rented. Since getting the textbook leasing option underway, the company has planted over 150 city blocks worth of trees.

Decision Time
There could well be books that students do want to purchase as they could be potential future resources while on the job. Texts in courses related to one’s major may not be ripe for the leasing process.

However, the ability to both purchase or lease online means that Chegg is a site students should definitely consider. While the influx of capital should greatly enhance their library of text offerings, Chegg currently offers over 1 million books to choose from.

Students looking for a better process and cost savings may want to pay Chegg.com a visit prior to making their spring semester book purchases.

Flickr photo courtesy of wohnai.

Classic Retro Games You Can Still Learn From Today!


Where in the World is Carmen Sandiego?


A name that should be familiar to almost anyone that’s picked up a game in the last 20 years, the Carmen Sandiego series lived long and prospered between the years 1985 and 2001, seeing multiple releases on most platforms that were around at the time. Kick-started by Brøderbund Software in 1985, the series was essentially a way to make the subject of Geography appear “hip and cool” to “the kids” by offering it up as a game, rather than something you learnt at school. Educational content was a staple of the series as you followed the trail of superthief Carmen Sandiego and her band of V.I.L.E (Villains’ International League of Evil) henchmen, with each new game in the series expanding the search across the globe and eventually including travelling through time as a viable option of pursuit.

Sim City


The beloved “city simulator” which has consumed more man-hours than sleep first started in 1989 and was made by Maxis and legendary game designer Will Wright . The premise behind the game (and every subsequent Sim City game) was to…Er…Simulate a city. More accurately, you assigned various zones (residential, industrial, commercial and the like) in which citizens would build related services and/or buildings. Eventually, after laying down water pipes, roads and power lines, you’d control the city in more indirect ways like managing the economy, politics, police and emergency services. This was the game to teach an entire generation or two that it wasn’t the “winning” that counts, but more the building an epic sprawling metropolis, only to destroy it by unleashing Godzilla upon it whilst laughing maniacally.

The Typing of the Dead


Everyone and – quite possibly – their mother has heard of Mavis Beacon Teaches Typing, but have you heard of The Typing of the Dead? You might have, but it makes for a dramatic opening paragraph. Just in case you haven’t heard of it, it follows in the same educational vein as Mavis Beacon did, with the ultimate aim being to enhance your typing skills. Except with zombies. There’s an age-old saying that if you add zombies to something, it’ll make it infinitely better. Except oatmeal, I don’t imagine anything making that better. This genius of a game took the original House of the Dead 2 game and transposed the Mavis Beacon typing format over it, so in order to defeat the oncoming zombie hordes, the player had to type words that appeared on the screen, with each letter being a gunshot. Finishing a sentence was never quite so satisfying.

Windows Solitaire/Minesweeper


Solitaire was originally packaged with the Windows 3.0 (in 1990) operating system as a standard item, the aim of which was to ease users into getting to grips with the mouse-based control system, as up until then, the primary way to navigate was via a mixture of the DOS interface and keyboard shortcut commands. Suddenly people everywhere were getting used to basic mouse functions like drag-and-drop, double clicking and generally just moving the mouse about after a lifetime of near-total keyboard usage. Naturally this led to many problems in the workplace, as more and more people became hooked on the game, decreasing their work output exponentially and occasionally leading to firings. The same could be said of Minesweeper, with its number-based, spatial-awareness-promoting, speed-run-inducing simplicity.

Battle Chess


Perhaps arguably the best chess game ever, Battle Chess managed to turn a game as uneventful and boring (for then children and quite possibly anyone not really into chess these days) into an engaging and often exciting experience. Exactly as it sounds, it was normal chess…With battles. Both the sound and the pseudo-3D effects that were used were rather impressive for the time (1988, developed/published by Interplay). But more importantly, it made chess awesome (Or even more awesome, depending on your view of the game)!

Dope Wars


Whilst the subject matter might not have been the most politically correct of the lot; it was nevertheless an addictive and popular game. The player assumed the role of a drug dealer trying to earn a living by doing what he/she knows best, namely dealing drugs to everyone, quite possibly also children (dealing drugs to children, not dealing in children). On the surface it was a simple game of “making loads of cash by being bad”, but subconsciously it taught valuable life-skills like budgetary management, being able to forecast a financial market, the importance of supply and demand and how much a kilo of crack costs in New York.

Granny’s Garden


Billed as an “educational adventure game” and released in 1983 for the BBC Micro (it was also ported to such retro stalwarts as the Amstrad CPC, Commodore 64 and the ZX Spectrum), this game had you out on a quest to save the children of the King and Queen of the Kingdom of Mountains, whilst all the while avoiding some random evil witch whose motive for being evil was probably just because she felt like being really irritating at the time. Most of the puzzles involved were logic-based, others could be quite bizarre and random, but overall the game was a light-hearted puzzle-fest most notable for its awesome music.

Syndicate


This was a fantastic SF strategy/action isometric game. Syndicate (which later became a series of games) was released in 1994 by those bastions of excellence, Bullfrog. It was set in a dystopian future in which corporations fought for dominance over the global population by using cyborg agents, which was pretty cool. The game saw you as an executive from a corporation in command of a team of cyborgs and your job was to carry out various missions on behalf of said corporation, by any means necessary, usually by killing and destroying everything in your path. The game had a distinct SF/Cyberpunk flavor, which many found to be appealing; along with the resource/research management aspect of the game, with regards to if you ran out of funding for your agents/equipment/tech research, you were in big trouble. It was also good for improving geography skills, as you strategically planned to dominate the entire globe, country by country.

Ethics 101 – Resume Integrity an Important Matter

When it comes to your resume, think twice about embellishing your past experiences.

A recent report card from the Josephson Institute paints current high school students in a very negative manner. Citing “entrenched habits of dishonesty” among young people, the survey of more than 30,000 high school students indicates that more students are lying, cheating, and stealing than ever before.

Ironically, we had a disillusioned student leave a comment on the site just after the report card was made public. Coming as a response to our article, The 11 Top Reasons Why Students Drop out of College, the writer not only revealed a significant level of discouragement, he offered a possible solution:

“I am Soooooooooo burned out of this entire experience!!! What would happen if I were to just say that I had the degree on my resume? Anyone ever tried that? How many employers actually check?”

Hopefully, it was a tongue-in-cheek response. But if it wasn’t……..

Honesty and Integrity
Whenever I hear someone propose such a solution, even when the option is thrown around in jest, I can’t help but turn to the very public and humiliating story of George O’Leary.

MDB 28During a seven-year period, O’Leary resurrected a moribund Georgia Tech football program. Guiding the team to five winning seasons in his final six years, O’Leary was named the Atlantic Coast Conference ‘Coach of the Year’ award in both 1998 and 2000, and was also named the ‘Bobby Dodd National Coach of the Year’ in 2000.

In 2001, the University of Notre Dame, a proud academic institution that routinely graduates more than 90% percent of its student body, selected George O’Leary to be its new head football coach. His appointment resonated with Notre Dame boosters and football fans everywhere.

His selection was seen as an apparent “pull oneself up by the boot straps” kind of story that epitomized the American work ethic. An insignificant football player at a small university, O’Leary had languished long and hard as an assistant football coach before his revival of the football program at Georgia Tech.

Called the perfect candidate by school officials (right down to his Irish name), this hard-working, outstanding leader of young men was deemed the perfect choice to restore storied Notre Dame football to its former golden days. Yet, what began as a true “feel good” story rapidly disintegrated into one of the saddest of public moments for both a coach and an institution that prided itself on integrity and accomplishment.

Reporters Begin Checking Resume
First, one reporter, seeking to find some interesting quotes from the University of New Hampshire regarding O’Leary’s collegiate playing days, made a call to former members of the coaching staff at the school. The reporter was surprised to learn that no one on the coaching staff remembered O’Leary.

Further research failed to find any school records that verified that O’Leary had ever played football for the tiny Division 1AA program. Confronted with this information, O’Leary acknowledged he had embellished his resume.

No, he was not a three-time letter winner at the school as his resume indicated. Injuries and health problems had kept him from receiving any playing time.

Provided with this insight, Notre Dame initially stood by its candidate. After all, O’Leary was reported to be a man of integrity and his tenure as coach at Georgia Tech coincided with the school’s reemergence as a national football power. Notre Dame, at the assurances of O’Leary, were told that his embellishment of his playing record was a singular blunder and that there was nothing else for the university to be concerned with.

A Graduate Degree?
However, the University was soon confronted with further fabrication.

O’Leary’s resume included his having earned a masters degree from NYU in 1972. That graduate degree was extremely important because to work at the collegiate level, even as a coach, one generally must have some form of higher degree.

GlennYet, it seems that once again Notre Dame’s candidate had taken the liberty to embellish his achievements. Though NYU acknowledged O’Leary had been a student there, their records indicated that he had never earned a graduate degree.

Amazingly, these fabrications had been part of O’Leary’s resume since 1980 when he had filled out an application for an assistant coach position at Syracuse University. These concoctions had never been truly scrutinized until his appointment as head coach at one of America’s most storied institutions.

A stunned national sports audience read with great chagrin of O’Leary’s foibles and their effects on his coaching career. Elders at the time noted that once again ethical shortcomings in one’s youth had come back to not only haunt, but perhaps in this case, even destroy a man’s career.

At the time, much of George O’Leary’s amazing fall from grace was seen as a snapshot of what is wrong with collegiate athletics. O’Leary saw it differently, blaming it on ‘resume padding.’

In submitting his resignation to Notre Dame, one he had been asked to submit, he acknowledged: “In seeking employment I prepared a resume that contained inaccuracies regarding my completion of course work for a master’s degree and also my level of participation in football at my alma mater. These misstatements were never stricken from my resume or biographical sketch in later years.”

A Lesson for All
Any student thinking of falsifying his or her academic record or resume would do well to give careful consideration to the story of George O’Leary. There are numerous lessons that can be learned from the situation, not the least of which involved many, many years of hard work all undone in a matter of days because of ethical transgressions committed at an early age.

TelethonIronically, at the time, employers did not initially check on O’Leary – the checks were actually done by reporters seeking not to confirm or undo, but to report on what was believed to be an interesting and worthy story.

However, since that time, public institutions began putting fact-checking measures in place. After all, no employer wants to ever be exposed to the public level of embarrassment the University of Notre Dame was subsequently subjected to.

In response to the earlier comment from one of readers, “What would happen if I were to just say that I had the degree on my resume? Anyone ever tried that? How many employers actually check?”

The answer is yes at least one notable person has tried it. And the second answer is yes, many employers now check.

As to “What would happen if I were just say that I had the degree on my resume?” Well, this story clearly reveals that blatant falsifications can come back to haunt you at the most inopportune time imaginable.

Flickr photos courtesy of MDB 28, Glenn and Telethon.

Duke University Graduate Parker Goyer Dreams Big, Delivers

All great journeys start with a dream – Osborn Earl “Ozzie” Smith.

It is likely that at every high school or college graduation ceremony, at some point in time, at least one of the speakers will insist that the secret to a life of fulfillment is to remain true to one’s dreams.

Yet, at the same time, it is also likely that a look towards the audience would reveal at least one adult with a cynical eye dismissing such blatant optimism in a most scornful manner.

Fortunately, however, there are still some students who not only listen to the speaker’s message of hope, they take it upon themselves to test the theory.

The Desire to Make a Difference

When asked about her involvement in Division I athletics at a high-profile school, Parker Goyer could point to many key lessons from the world of sports: persistence, work ethic, setting goals, and overcoming setbacks. She also could point to the year-round commitment necessary to compete at such a high level and the subsequent time constraints that participation had on her ability to utilize these important skills while being of service to others.

But the year-round commitment to school and to athletics left Goyer little opportunity to travel abroad or to partake in community service. For the 2007 graduate of Duke University, the latter was a big issue.

Inspired by the likes of Wendy Kopp, the founder and CEO of Teach for America and Greg Mortenson, a one-time mountain climber who has dedicated his life to building schools in remote parts of Pakistan and Afghanistan, Goyer chafed at the lack of opportunities student-athletes had to be of service to others.

Recognizing that there had to be other collegians with similar sentiments, Goyer came up with a bold plan, one that would allow student-athletes to utilize their skills and talents to help serve young people in countries less-developed than her own.

Coach for College
Now in her first year at the Harvard Graduate School of Education, Goyer conceived of the “Coach for College” program while visiting Vietnam and Belize the summer following her graduation. While visiting those countries, Goyer saw first hand an underdeveloped educational system and countless young people who simply did not have a cadre of role models to help lead them.

The former Duke tennis player saw an opportunity, a true win-win in the proverbial sense. If she could create a program that would allow American student athletes to put their athletic lessons to work in real life settings, the youngsters in some of the world’s poorer countries would not only have access to some key role models, those youngsters would have the chance to learn some valuable skills as well.

“A major guiding principle of the Coach for College program is that student-athletes have great traits they develop through sports,” explains Goyer. “But they don’t always apply these traits which they perfect on the playing field in other settings.”

“I wanted American student-athletes to realize that, by virtue of being highly-skilled sports players in some of the best higher education institutions in the world, they have tremendous power to make a difference.”

Program Launched in Summer of 2008

With a goal of utilizing sports to teach key life lessons, Goyer envisioned a group of college athletes giving up some of their summer time to help the youngsters in underdeveloped countries learn “critical thinking skills” and promote “excitement about academics.” While the need for funds was significant and the task of raising half-a-million dollars a daunting one, the 23-year-old never doubted the worthiness of her concept.

“A lot of people were skeptical at first and thought that I was too young, that this was too big of an idea, and didn’t know if I could pull it off,” reveals Goyer. “I think I was able to succeed by setting concrete goals, identifying key supporters early on, and using their advice and support to make steady progress towards my goals, one step at a time.”

Adding to her belief in the program concept itself, the idea of teaching life lessons through the world of sports, Goyer found herself drawing on the lessons she had taken from being a competitive athlete.

“Setting up the Coach for College program reinforced the value of sports in transmitting key life skills. I found myself drawing upon some of the same skills – persistence, work ethic, setting goals, overcoming setbacks, etc. — that I had used to make progress as a tennis player.”

Putting her organizational, goal-setting and perseverance skills to the test, Goyer secured more than $480,000 to fund the first two years of her concept. The monies came from two Atlantic Coast Conference rival colleges, Duke and the University of North Carolina, as well as the National Collegiate Athletics Association, the U.S. State Department, and a number of other individual and corporate donors.

With funding secured, this past summer student-athletes from both Duke and UNC made their way to rural Vietnam for the first ever “Coach for College” sessions. In addition, bilingual students from Can Tho University also led the training that involved the games of badminton, basketball, soccer, tennis, and volleyball.

A key component of the program included the building of a five-in-one sports court, with lines for the sports that would be taught in the program. Constructed on the grounds of the middle school, local workers built it using money from the funds Goyer had raised. The permanent construction meant that the Vietnamese children could continue, during their school year, to play the sports they had been introduced to by the Coach for College program that summer.

Working alongside their Vietnamese counterparts, the American student-athletes conducted two three-week units featuring a number of sports clinics and classroom lessons to 200 children ages 11-15. The group also managed to blend in Vietnamese high school students who benefited from the program but in turn served as next step role models for the younger children.

The basic lessons taught within the sports clinics were reinforced by academic offerings that featured the application of sports to Health/Biology, Physics, English, Leadership, and Education/Psychology. The program, free to interested children, provided a wealth of prizes/gifts based upon outcomes in team-based sports and academic competitions as well as each student’s completion of the various academic modules.

The Translatable Goals of Athletics

Wise beyond her years, Goyer created a program that offered lessons for both groups, the American students who accompanied her and the youngsters in Vietnam that participated in the clinics. Both groups saw first hand that teamwork, sacrifice, hard work, and determination often form the basis for success in many other settings.

“The overarching idea is that skills like perseverance, determination, setting and achieving goals, and overcoming setbacks, all of which can be learned through sports, are the keys to success in education as well,” notes Goyer. But as for the lessons for her fellow athletes, the Coach for College founder was unequivocal as to what came first for her.

“Personally, my primary goal is to help the middle school youth, and I intended the benefits to the coaches, both the American student-athletes and Vietnamese college students, to come as a natural by-product of their participation in the program.”

Still, Goyer attempted to work on the highest plane imaginable. More than simply providing Vietnamese youngsters with a cadre of role models, Goyer sought to inspire these 11-15-year-olds to consider higher education. To further that notion, the Coach for College concluded every daily camp session with a 30 minute class on the topic.

Following One’s Dream
Perhaps most importantly, the goal-setting Duke graduate has established other possible plateaus for her concept. Her vision is to see the program “partner with professional athletes” as well as “sports-related companies such as Nike.”

In addition, Goyer is set to invite other “universities which are athletic rivals to sponsor Coach for College programs at new sites.” The plan includes “utilizing the existing conference structure present in intercollegiate athletics” with the idea that each conference could perhaps sponsor a program in one particular region of the globe.

Once upon a time, Division I student-athletes may have had little to no chance to travel abroad or engage in meaningful service to others. But thanks to one young woman with a vision and a thorough understanding of the lessons that athletics can offer, student-athletes with a service mind set now have a concrete model to follow.

Editor’s Note: On Saturday, November 22nd, Parker Goyer was one of 32 Americans selected for a Rhodes Scholarship. Valued at $50,000 per year of study, the scholarship will enable the Coach for College (CfC) founder to study comparative international education at Oxford. Her hope is to learn more about the different education systems, academic curricula, and personnel of different countries to determine which ones will provide the best fit for the CfC program moving forward.

On-Campus Jobs for College Students – It’s Not All About Money

To get the most from your college experience, consider spending some time working on campus.

Ironically, most students who seek campus employment do so because of the desire to help fund their education. Yet, talking with two student bloggers, Amelia Possanza (2012) of Swarthmore College, and Yuri Ozeki (2009) from the University of Illinois, working on campus is an integral part of their overall college experience.

On Campus Employment
Amelia Possanza, a freshman at Swarthmore College, found the perfect work opportunity for her at the school’s performing arts center. Having done a great deal of technical theater work for fun in high school, Possanza utilized her prior experiences to secure a regular position at Swarthmore as a scene shop foreman.

The native of Pittsburgh has kept her hours to a minimum in the early going, especially given her involvement in athletics as a member of the swim team. In her first semester, Possanza does two shifts of two hours each week.

As for budgeting her time, Possanza learned in high school that doing school work for hours on end never really got her anywhere. “What works for me,” explains Possanza, “is studying for awhile and then doing some physical activity that allows my mind to mull over the concepts and sub-consciously work stuff out.”

Swarthmore Academics

The freshman minoring in Latin American Studies loves the physical nature of working and building sets. “Cutting wood and putting in screws gives me an opportunity to do something with my hands and take a break from mental exertion.”

Possanza also is quick to point out that she has learned a great deal from her work experiences, teachings that she might not otherwise receive in the classroom.

“Technical theater is all about problem solving, especially problem solving for problems that no one has ever encountered before,” she notes. “How can we make this plastic well look real? What can we attach to this metal bar to make it longer?”

“I love it because there is no right answer, only a method to approaching such problems.” As for gaining additional skills, Possanza adds, “I’m obtaining practical skills, such as saw use and drafting, that could help me get a transitional job in the future.”

Yuri Ozeki of the University of Illinois manages to hold down three on-campus jobs simultaneously. The senior works anywhere from 25-30 hours a week with a chunk of that time coming on weekends.

The bulk of Ozeki’s work hours come as a facility manager at the Urbana-Champaign’s Division of Campus Recreation. Her two older sisters worked at the facility when they attended Illinois and encouraged their younger sibling to consider it as well.

My campus recreation job is very flexible,” states the 22-year-old. “I work with other facility managers to create a work schedule that we are all happy with. Typically, I have two morning shifts during the work week, then, I try to pick up two weekend shifts.”

In addition to the 10 or 12 hours she spends each week at her campus recreation employment, the News-editorial journalism major puts in time as a writing intern at the University’s Office of Admissions. Though she has a relatively routine schedule, working four hours each Monday, Wednesday, and Friday, she acknowledges that the office has been very willing to recognize how important her education is to her.

“Some weeks, I have two or three class projects due,” the senior notes, “so I won’t work as much but then the next week, I’ll try to be in for longer shifts three times a week.”

To further her writing skills, Ozeki also took a copy-editing position at the campus newspaper, The Daily Illini. As a freshman, she also served as a reporter for the paper. “I work once a week and attend occasional meetings and training sessions,” she explains.

But while school is definitely her primary responsibility, Ozeki, like Possanza, insists that her work experience is rounding out her college education very nicely.

“My various jobs are really contributing to my education just as my classroom work is, so I see it as time well spent. When I’m working, I don’t necessary see it as ‘working’ or see it as something removed from my purpose of being in college: my education.”

Additional Peer Group
In addition to the overall work experience, each setting provides students another set of individuals to become acquainted with. Possanza acknowledges that her work in the theater does not bring her in contact with many classmates.

“I don’t work with many other students,” explains the Swarthmore freshman. “But the full-time technical theater crew that I work with is full of fairly young people who constantly teach me about new music. They also had very different college experiences than I did.”

“I have also met a few part-time people who are trying to start a career in technical theater, so they take on whatever jobs they can get. It’s so interesting to talk to people who are out in the ‘real world,’ especially since college can be such a bubble.”

For Ozeki, her work at the Daily Illini brings her into contact with fellow journalism majors. She notes, “It’s important to have a support network of people who are going through the same experiences.”

But she also quickly adds that her work at the Office of Admissions and Campus Recreation brings her into contact with people from many different fields. “Working with people who have different perspectives and ideas only help me to widen my skill sets and viewpoints,” she insists.

“At Campus Recreation, there is just a plethora of student employees. I really enjoy working there because it’s just a hub where a great variety of people are able to come together to accomplish the same goal. And our patrons and members are fellow students from every major and minor imaginable.”

Balancing Responsibilities
When it comes to balancing the responsibilities of school and work, both young ladies are clear that work actually helps them handle this task. Both also have schedules that would likely wear down the typical student.

Colin PurringtonPossanza of course also has to budget extensive time for swim. “The swim season officially started at the end of September and runs until the end of February,” states the 18-year-old. “We have practice everyday, except Sundays, for two hours. Meets can take longer, especially if they’re away.”

However, the freshman insists her schedule as constructed is very manageable.

“This semester the balance doesn’t seem too difficult because all first semester freshmen at Swarthmore are pass/fail,” adds Possanza. “But in the future I expect that this job will help with the balance.”

Ozeki acknowledges her preponderance of work time might be more than a bit unusual.

“I really just like working,” she says. “I keep piling on new jobs because I just enjoy new environments and working with new people. It sounds weird, but it’s true.”

Still she recognizes the need for budgeting her time accordingly.

“It can be difficult to manage study and work time, but it all comes down to prioritizing your responsibilities,” states Ozeki. “I’ve been fortunate enough to have very understanding employers and co-workers that know that some weeks are worse than others in terms of my work load.”

Getting the Most from College

Many students regard college as a full time commitment. Yet when pressed, those same students acknowledge that there is always time for other activities over the course of each week.

The question always comes down to what we do with those hours. Certainly, spending time socializing with peers is one of the preferred activities, both for its pure enjoyment as well as for taking one’s mind off the stresses associated with papers, prelims, and projects.

almostincognitoYet, as Possanza and Ozeki point out, spending a few hours a week working can also provide a great break from the study routine. In addition, that work can provide a wealth of additional learning opportunities as well as an interesting set of new acquaintances.

Given the costs of a college education, students should want to maximize their experience. Working in one of the many on-campus settings is one way to ensure that you get the most you can from your college years.

Flickr photos courtesy of Colin Purrington and almostincognito.